دورية أكاديمية
Meeting the Social and Emotional Needs of P-12 Learners: A Descriptive Study of Music Teacher Education Programs
| العنوان: | Meeting the Social and Emotional Needs of P-12 Learners: A Descriptive Study of Music Teacher Education Programs |
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| اللغة: | English |
| المؤلفون: | Mara E. Culp (ORCID |
| المصدر: | Journal of Research in Music Education. 2024 72(1):5-27. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.comTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 23 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education |
| الواصفات: | Preservice Teacher Education, Music Teachers, Elementary Secondary Education, Social Development, Emotional Development, Preservice Teachers, Student Attitudes, Courses, Teaching Methods, Music Education |
| DOI: | 10.1177/00224294231174606 |
| تدمد: | 0022-4294 1945-0095 |
| مستخلص: | The purpose of this survey study was to describe how teacher preparation programs prepare undergraduate preservice music teachers to consider P-12 learners' socioemotional development. Music teacher education programs (N = 665) were identified from the 2019 Title II Report of National Teacher Preparation Data. Program representatives were invited via email to complete an online questionnaire; data from respondents (n = 133) were analyzed quantitatively and qualitatively. Findings revealed that programs varied greatly in providing opportunities, conceptions, and practices. Relevant, embedded coursework existed in most music teacher education programs. Just under one quarter of respondents reported requiring socioemotional development coursework, and 4.51% indicated at least one music-specific course. Course topics were directed at specific populations and teaching methods; courses were often housed in education, psychology, or sociology departments. Required experiences included fieldwork in general music, practicum, student teaching, or "diverse," rural, or urban settings. Methods of delivery for optional experiences were similar to required experiences, with the addition of conferences and partnerships with organizations. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | EJ1414747 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0022-4294 1945-0095 |
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| DOI: | 10.1177/00224294231174606 |