Sage Journals: Discover world-class research

Abstract

Student teaching is a critical element in music teacher preparation. Fuller and Bown’s three-stage model of teacher concerns development has been widely utilized in the United States, but little is known about the development of concerns of Chinese preservice music teachers. Therefore, the purpose of this mixed-method study was to investigate Chinese student teachers’ (N = 65) concerns and shift-of-concern patterns before and after student teaching. A rating survey translated to Chinese and written free responses were used to examine concerns. Both quantitative and qualitative data indicated that teaching experience, as predicted, notably decreased student teachers’ self concerns. Analysis of written comments revealed that many concerns were context-specific, and thus we added a new category: social concerns, including legitimacy of music as a subject, physical work environment, and others. Comparisons between the two types of dependent measures showed notable differences. By ratings, task concerns were ranked significantly higher than self and student impact concerns both before and after student teaching. The written comments, however, revealed that Chinese student teachers had the most self concerns before student teaching but emphasized social concerns after student teaching. In-depth discussion includes emerging themes, cultural context, possible factors associated with concerns shifts, and implications for future research.

Keywords

student teaching Chinese preservice music teachers Fuller and Bown stages of concern social concerns

Get full access to this article

View all access options for this article.

References

Austin

J. R.

Miksza

P. J.

(2012). Trying on teaching: Effects of a precollegiate music teacher recruitment program. Journal of Music Teacher Education, 21(2), 14–27. https://doi.org/10.1177/1057083711401712

Ballantyne

(2007). Documenting praxis shock in early-career Australian music teachers: The impact of pre-service teacher education. International Journal of Music Education, 25(3), 181–191. https://doi.org/10.1177/0255761407083573

Ballantyne

Canham

(2023). Understanding music teachers’ perceptions of themselves and their work: An importance-confidence analysis. International Journal of Music Education, 41(3), 455–471. https://doi.org/10.1177/02557614221124966

Berg

M. H.

Miksza

(2010). An investigation of preservice music teacher development and concerns. Journal of Music Teacher Education, 20(1), 39–55. https://doi.org/10.1177/1057083710363237

Borich

G. D.

(2000). Effective teaching methods (4th ed.). Merrill.

Brand

(2004). Collectivistic versus individualistic cultures: A comparison of American, Australian and Chinese music education students’ self-esteem. Music Education Research, 6(1), 57–66. https://doi.org/10.1080/1461380032000182830

Brand

Dolloff

. (2002). Fantasies and other romanticized concepts of music teaching: A cross-cultural study of Chinese and North American music education students’ images of music teaching. International Journal of Music Education, 39(1), 17–30. https://doi.org/10.1177/025576140203900103

Campbell

M. R.

Thompson

L. K.

(2007). Perceived concerns of preservice music education teachers: A cross-sectional study. Journal of Research in Music Education, 55(2), 162–176. https://doi.org/10.1177/002242940705500206

Cohen

(1988). Statistical power analysis for the behavioral sciences (2nd ed.). Academic Press.

10.

Conway

(2012). Ten years later: Teachers reflect on “perceptions of beginning teachers, their mentors, and administrator regarding preservice music teacher preparation.” Journal of Research in Music Education, 60(3), 324–338. https://doi.org/10.1177/0022429412453601

11.

Conway

P. F.

Clark

C. M.

(2003). The journey inward and outward: A re-examination of Fuller’s concerns-based model of teacher development. Teaching and Teacher Education, 19(5), 465–482. https://doi.org/10.1016/S0742-051X(03)00046-5

12.

Cui

W. R.

Liao

Y. Z.

(2022). Jiyu guanzhu jieduan lilun de xiaoxue xinren jiaoshi fazhan tezheng yanjiu: yi Guangzhou shi baiyun qu xiaoxue shuxue jiaoshi wei li [Research on the development characteristics of new primary school teachers based on the theory of attention stages: A case study of primary school mathematics teachers in Baiyun district, Guangzhou]. Shu Xue Jiao Yu Xue Bao, 31(5), 54–58. https://www.cnki.net

13.

Fuller

Bown

(1975). Becoming a teacher. In Ryan

(Ed.), Teacher education, Part II: The 74th yearbook of the National Society for the Study of Education (pp. 25–52). University of Chicago Press.

14.

Hawley

L. R.

Koziol

N. A.

Bovaird

J. A.

McCormick

C. M.

Welch

G. W.

Arthur

A. M.

Bash

(2016). Defining and describing rural: Implications for rural special education research and policy. Rural Special Education Quarterly, 35(3), 3–11. https://doi.org/10.1177/875687051603500302

15.

Kelly

S. N.

(2000). Preservice music education student fears of the internship and initial inservice teaching experience. Contributions to Music Education, 27(1), 41–50. https://www.jstor.org/stable/24127017

16.

Kelly

S. N.

(2010). Public school supervising teachers’ perceptions of skills and behaviors necessary in the development of effective music student teachers. Bulletin of the Council for Research in Music Education, 185, 21–32. https://www.jstor.org/stable/41110363

17.

Killian

J. N.

Dye

K. G.

(2009). Student teachers reflect: Real world perspectives on a learner-centered model of teacher preparation. In Cavitt

M. E.

(Ed.), Texas music education research (pp. 3–11). Texas Music Educators Association. https://www.tmea.org/wp-content/uploads/Research/TexasMusicEducationResearch_2009.pdf

18.

Killian

J. N.

Dye

K. G.

Wayman

J. B.

(2013). Music student teachers: Pre-student teaching concerns and post-student teaching perceptions over a 5-year period. Journal of Research in Music Education, 61(1), 63–79. https://doi.org/10.1177/0022429412474314

19.

Killian

J. N.

Liu

(2023). Does the dependent measure matter? Movement of preservice music educators through Fuller and Bown teacher-concerns stages. In Texas Music Education research (pp. 22–34). Texas Music Educators Association. https://www.tmea.org/wp-content/uploads/Research/TexasMusicEducationResearch_2023.pdf

20.

X. Y.

(2021). The concerns of Chinese music teachers in their early years of teaching. (Publication No. 28861729) [Doctoral dissertation, Arizona State University]. ProQuest Dissertations and Theses Global.

21.

Mateos-Moreno

(2022). Why (not) be a music teacher? Exploring pre-service music teachers’ sources of concern regarding their future profession. International Journal of Music Education, 40(4), 489–501. https://doi.org/10.1177/02557614211073138

22.

Meng

Goopy

(2024). Early-career music teachers’ perspectives of their initial teacher education program in China. Research Studies in Music Education, 46(2), 353–369. https://doi.org/10.1177/1321103X231157190

23.

Miksza

Austin

J. R.

(2010). Eyes wide open: High school student reflections on music teaching experiences within a pre-collegiate recruitment program. Bulletin of the Council for Research in Music Education, 185, 7–20. https://www.jstor.org/stable/41110362

24.

Miksza

Berg

M. H.

(2013). A longitudinal study of preservice music teacher development: Application and advancement of the Fuller and Bown teacher-concerns model. Journal of Research in Music Education, 61(1), 44–62. https://doi.org/10.1177/0022429412473606

25.

Ministry of Education, People’s Republic of China. (2011). Music curriculum standards of compulsory schooling. Beijing Normal University Press.

26.

Mok

Y. F.

(2005). Teacher concern and teacher life stages. Research in Education, 73(1), 53–72. https://doi.org/10.7227/RIE.73.5

27.

Nápoles

Kelley

J. F.

LoBiondo

(2024). A phenomenological exploration of the co-teaching experiences of associate choir teachers in Texas. Journal of Music Teacher Education, 33(3), 43–62. https://doi.org/10.1177/10570837231216723

28.

Powell

S. R.

(2014). Examining preservice music teacher concerns in peer- and field-teaching settings. Journal of Research in Music Education, 61(4), 361–378. https://doi.org/10.1177/0022429413508408

29.

Powell

S. R.

(2016). The influence of video reflection on preservice music teachers’ concerns in peer- and field-teaching settings. Journal of Research in Music Education, 63(4), 487–507. https://doi.org/10.1177/0022429415620619

30.

Ralph

(1993). Sensitive, sensible practicum supervisor: A contextual application in Saskatchewan. Alberta Journal of Educational Research, 39, 283–296.

31.

Regier

B. J.

(2021). Preservice music teachers’ self-efficacy and concerns before and during student teaching. International Journal of Music Education, 39(3), 340–352. https://doi.org/10.1177/0255761421990787

32.

Shulman

(1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004

33.

Silveira

J. M.

Diaz

F. M.

(2014). Student teaching in music: A content analysis of research journals in music education. Journal of Music Teacher Education, 23(2), 92–104. https://doi.org/10.1177/1057083713487215

34.

Stringham

D. A.

Snell

A. H.

(2019). “CONSIDERABLE STRESS and MISERY”: A first-year music teacher’s experiences. Research Studies in Music Education, 41(1), 81–98. https://doi.org/10.1177/1321103X18773100

35.

Q. Q.

(2016). Xiaoxue jiaoshi guanzhu jieduan diaocha yanjiu: yi P shi san suo xiaoxue weili [Research on primary school teachers’ stages of concern – Based on three schools in P city] [Unpublished master thesis]. Qufu Normal University. https://www.cnki.net

36.

Sun

Z. D.

Leung

B. W.

(2014). A survey of rural primary school music education in Northeastern China. International Journal of Music Education, 32(4), 437–461. https://doi.org/10.1177/0255761413491197

37.

Teachout

D. J.

McKoy

C. L.

(2010). The effect of teacher role development training on undergraduate music education majors: A preliminary study. Journal of Music Teacher Education, 20(1), 88–104. https://doi.org/10.1177/1057083710365052

38.

Wan

L. J.

(2011). Zouxiang gongping: Zhongguo nongcun xuexiao yishu jiaoyu de diaocha yu xingdong yanjiu [Moving toward fair: The investigation and action study of art education in the rural schools] [Doctoral dissertation]. Northeast Normal University. https://www.cnki.net

39.

H. S.

(2022). Lun yige/qu duoke: jiyu “shunxuxing yinyue jiaoxue” 14 nian yanjiu xianqi de ketang biange [On multiple songs/music in one lesson: A classroom transformation based on 12 years of research on sequential music teaching]. Zhong Guo Yin Yue Jiao Yu, 2, 56–64. https://www.cnki.net

40.

Yang

Welch

(2023). A systematic literature review of Chinese music education studies during 2007 to 2019. International Journal of Music Education, 41(2), 175–198. https://doi.org/10.1177/02557614221096150

41.

Yang

Yin

A. Q.

Guan

(2021). Mapping music education research in Mainland China (2007–2019): A metadata-based literature analysis. International Journal of Music Education, 39(2), 234–246. https://doi.org/10.1177/0255761420988923

42.

Yin

Guo

S. J.

(2014). Woguo yinyue jiaoshi jiaoyu yanjiu de xianzhuang yu zouxiang [Current status and direction of research on music teacher education in China]. Zhong Guo Yin Yue, 4, 177–183. https://link.oversea.cnki.net/doi/10.13812/j.cnki.cn11-1379/j.2014.04.034

43.

Leung

B. W.

(2019). Music teachers and their implementation of the new Music Curriculum Standards in China. International Journal of Music Education, 37(2), 178–197. https://doi.org/10.1177/0255761418820647

44.

Zhang

L. X.

Leung

B. W.

Yang

(2023). From theory to practice: Student-centered pedagogical implementation in primary music demonstration lessons in Guangdong, China. International Journal of Music Education, 41(2), 271–287. https://doi.org/10.1177/02557614221107170

45.

Zhang

S. Y.

R. F.

(2013). Cong wenti guanzhu de shijiao goujian youeryuan jiaoshi zhuanye fazhan de jieduan [Study on professional stages of kindergarten teachers from the perspective of teachers’ concerns]. Xue Qian Jiao Yu Yan Jiu, 4, 57–63. https://link.oversea.cnki.net/doi/10.13861/j.cnki.sece.2013.04.010

46.

Zhou

K. M.

(2012). Zhongguo bentu “yuejiao” zhexue yu minjian “yuejiao” chuancheng: jianyi gudai “duoyuanhua” jiaoyu sixiang de dangdai xujie [Chinese indigenous philosophy of “music education” and the inheritance of folk “music education”: On the contemporary continuation of ancient “diversified” educational thinking]. Zhong Guo Yin Yue Xue, 3, 107–115. https://link.oversea.cnki.net/doi/10.14113/j.cnki.cn11-1316/j.2012.03.010

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.02 MB

Movement of Chinese Music Student Teachers Through Fuller and Bown Stages of Concern: A Comparison of Survey Ratings and Free Response

Abstract

Keywords

Get full access to this article

References

Supplementary Material