Instrumental Music Teachers’ Training, Comfort, and Self-competence in Teaching Choral Music in Public Schools
Instrumental Music Teachers
Preservice Music Teachers
Undergraduate Music Education Curriculum
AdvisorHamann, Donald L.
Williams, Matthew L.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThis study was designed to explore differences between instrumental music teachers’ self-perceived comfort and competence ratings, using a 7-point Likert scale, on 15 choral teaching skills presented through a researcher-developed survey. Participants, identified through the National Association for Music Education membership list, were contacted via email. Responses (N = 106) were analyzed using descriptive and non-parametric statistics. Significant differences were found among participants’ ratings of the 15 choral teaching skills between those who (1) took a choral methods course and those who did not; (2) were teaching choir and those who were not teaching choir; and (3) had taught choir 1-4 years versus those who had taught choir 5 years or more. Additionally, correlations were computed and mean scores of instrumental music teachers’ self-perceived comfort and competence ratings of the 15 choral music skills were ranked. It appeared that when participants felt comfortable, they also felt competent and vice versa. Participants felt the most comfortable and competent in their musicianship and aural skills. Choral repertoire and vocal pedagogy knowledge were their least comfortable and competent areas when teaching choral music. The findings suggest that choral methods courses, taken as undergraduates, did affect differences in both comfort and competence ratings of instrumental music teachers as did choral teaching experience. It is recommended that pre-service instrumental music teachers take choral methods classes and that those courses focus on experiential teaching practices to better prepare instrumental music students for the possibility of teaching choral music. The instrumental teachers who were teaching choir were more comfortable than those who were not teaching choir and those who had five or more years of experience were more comfortable and competent teaching choir. It appeared that participants who had more years of experience teaching choir were more comfortable and competent in choral teaching situations than those with fewer years of experience. Based on this study’s findings, adequate professional development opportunities are recommended to alleviate in-service instrumental music teachers concerns when providing instruction in music areas outside of their area of expertise.
Degree ProgramGraduate College
Degree GrantorUniversity of Arizona
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