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Authentic Conducting and Rehearsing ...

Hart, John Thomas, Jr.

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Authentic Conducting and Rehearsing Experiences for Preservice Music Teachers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Authentic Conducting and Rehearsing Experiences for Preservice Music Teachers./
Author:	Hart, John Thomas, Jr.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	228 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-01, Section: A.
Contained By:	Dissertations Abstracts International80-01A.
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10809616
ISBN:	9780438108288

Authentic Conducting and Rehearsing Experiences for Preservice Music Teachers.
Hart, John Thomas, Jr.

Authentic Conducting and Rehearsing Experiences for Preservice Music Teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 228 p.

Source: Dissertations Abstracts International, Volume: 80-01, Section: A.

Thesis (Ph.D.)--University of Hartford, 2018.

This item must not be sold to any third party vendors.

The purpose of this study was to examine the influence of authentic conducting and rehearsing experiences (ACEs) in developing a music teacher identity, as measured by music teacher role commitment (MTRC), music teacher self-efficacy (MTSE), and performer/teacher self-identification preferences (PTSI), as well as their impact on pedagogical content knowledge and skills (PCK). Specific research questions were: (1) What is the relationship between authentic conducting/rehearsing experiences and preservice music teachers' (PMTs) identity development, as measured by music teacher role commitment (MTRC), music teacher self-efficacy (MTSE), and performer/teacher self-identification preferences (PTSI)? (2) How are the underlying skillsets of conducting, rehearsing, and teaching influenced by authentic conducting/rehearsing experiences? Preservice music teachers (N = 179) from 53 NASM-accredited institutions responded to a questionnaire about their ACEs, indicators of music teacher identity, and PCK skills related to conducting, rehearsing, and teaching. I used multivariate analyses of variance (MANOVAs) to determine the relationships between ACEs and music teacher identity, as well as between ACEs and PCK skills. I also used regression analyses to explore which attributes of ACEs or participant characteristics might predict preservice music teacher identity development. Preservice teachers tended to think of themselves as either primarily a teacher or equally a teacher and performer, and that ACEs have a generally positive impact on their conducting, rehearsing, and teaching skills. I found that uncertainty or ambivalence regarding role commitment and performer/teacher identity is likely a common occurrence for preservice music teachers. I also found that MTRC and PTSI predict each other, as do MTSE and All-PCK skill scores. Music teacher educators should identify sources of tension in preservice music teachers' identity development and provide collaborative socialization supports to help PMTs navigate and/or reconcile their identities. Additionally, music teacher educators who wish to promote music teacher identity development should consider providing early and continuous ACEs, across a wide range of levels and ensemble types, from as early as the curriculum permits through the student teaching placement.

ISBN: 9780438108288Subjects--Topical Terms:

3168367
Music education.

Authentic Conducting and Rehearsing Experiences for Preservice Music Teachers.
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500 $a Source: Dissertations Abstracts International, Volume: 80-01, Section: A.
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520 $a The purpose of this study was to examine the influence of authentic conducting and rehearsing experiences (ACEs) in developing a music teacher identity, as measured by music teacher role commitment (MTRC), music teacher self-efficacy (MTSE), and performer/teacher self-identification preferences (PTSI), as well as their impact on pedagogical content knowledge and skills (PCK). Specific research questions were: (1) What is the relationship between authentic conducting/rehearsing experiences and preservice music teachers' (PMTs) identity development, as measured by music teacher role commitment (MTRC), music teacher self-efficacy (MTSE), and performer/teacher self-identification preferences (PTSI)? (2) How are the underlying skillsets of conducting, rehearsing, and teaching influenced by authentic conducting/rehearsing experiences? Preservice music teachers (N = 179) from 53 NASM-accredited institutions responded to a questionnaire about their ACEs, indicators of music teacher identity, and PCK skills related to conducting, rehearsing, and teaching. I used multivariate analyses of variance (MANOVAs) to determine the relationships between ACEs and music teacher identity, as well as between ACEs and PCK skills. I also used regression analyses to explore which attributes of ACEs or participant characteristics might predict preservice music teacher identity development. Preservice teachers tended to think of themselves as either primarily a teacher or equally a teacher and performer, and that ACEs have a generally positive impact on their conducting, rehearsing, and teaching skills. I found that uncertainty or ambivalence regarding role commitment and performer/teacher identity is likely a common occurrence for preservice music teachers. I also found that MTRC and PTSI predict each other, as do MTSE and All-PCK skill scores. Music teacher educators should identify sources of tension in preservice music teachers' identity development and provide collaborative socialization supports to help PMTs navigate and/or reconcile their identities. Additionally, music teacher educators who wish to promote music teacher identity development should consider providing early and continuous ACEs, across a wide range of levels and ensemble types, from as early as the curriculum permits through the student teaching placement.
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