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Abstract

The purpose of this study was to examine the classroom observation ability of pre-service music teachers in Greece (N = 62). Two groups of undergraduates, one near the beginning and one near the end of a two-year course sequence in teaching methods that included in-class and in-school training in observation (‘juniors’ and ‘seniors’, respectively), observed videotapes of one elementary (4^th grade) and one secondary (8^th grade) general music class, each being taught by its own expert music teacher. Subjects wrote comments that judges classified into subcategories within overall categories of lesson, teacher, and students. Results largely confirmed those of previous research from the USA, with the more experienced subjects making significantly more comments and both groups focusing more on teachers than on lessons or students. There were also differences between subcategories and significant interactions involving experience level and sex of the subjects.

L’habileté à observer une classe chez de futurs éducateurs musicaux en Grèce

L’objectif de cette étude est d’examiner les habiletés de futurs éducateurs musicaux grecs à observer une classe (N = 62). Deux groupes d’étudiants de premier cycle inscrits à un programme de deux années axées sur les méthodes d’enseignement qui comportait également un programme l’observation en classe et en milieu scolaire — un groupe presque au début de la formation et l’autre qui achève le programme (respectivement palier junior et senior) ont examiné deux enregistrements vidéos d’une classe en musique, une à l’élémentaire (4^e année), l’autre au secondaire (8^e année), qui chacune était enseignée par le spécialiste en musique de l’école. Les sujets ont rédigé des commentaires que les analystes ont classifiés sous les catégories leçon, enseignant et étudiants. Les résultats ont largement confirmé ceux obtenus par des recherches antérieurement menées aux États-Unis. Les sujets plus expérimentés rédigent un nombre plus significatif de commentaires et les deux groupes se concentrent davantage sur l’enseignant plutôt que sur la leçon ou les élèves. Des différences ont également été observées dans la sous-catégorisation et dans les interactions impliquant le niveau d’expérience et le sexe des sujets.

Unterrichtsbeobachtung in der Musiklehrerausbildung in Griechenland

Ziel der Untersuchung war es, die Fähigkeit zur Unterrichtsbeobachtung bei Schulmusik-Studierenden in Griechenland zu prüfen (N = 62). Zwei Gruppen von Undergraduates, eine am Anfang und eine weitere am Ende eines zweijährigen Methodik-Kurses, der theoretisches und schulpraktisches Beobachtungstraining einschloss (also ‘Juniors’ und ‘Seniors’), sahen ein Videoband des Musikunterrichts in einer 4. und einer 8. Klasse, die beide vom eigenen Fachlehrer unterrichtet wurden. Die Versuchsteilnehmer schrieben Stellungnahmen, die von Juroren nach Subkategorien zum Unterricht, zum Lehrer und zu den Schülern geordnet wurden. Die Ergebnisse bestätigten im Wesentlichen die Befunde früherer Untersuchungen in den USA, wonach Personen mit größerer Unterrichtserfahrung signifikant mehr Feststellungen treffen und sich beide Gruppen mehr auf den Lehrer als auf den Unterricht und die Schüler konzentrieren. Unterschiede bestanden es auch zwischen den einzelnen Subkategorien, und es zeigten sich signifikante Interaktionen zwischen dem Grad der Erfahrung und dem Geschlecht der Teilnehmer.

Capacidades de observación de aula del profesorado de educación musical en prácticas en Grecia

El propósito de este estudio fue examinar las capacidades de observación en el aula del alumnado de educación musical en Grecia durante sus periodo de prácticas (N=62). Se estudiaron a dos grupos de estudiantes de primer ciclo, uno al inicio y otro al final de un curso de dos años de duración sobre métodos de enseñanza que incluía formación teórica y práctica sobre técnicas de observación. Cada grupo observó dos vídeos sobre clases de educación musical, uno en Educación Primaria (4° curso) y otro en Secundaria (8°), siendo formados cada grupo por su respectivo profesor, el tenía experiencia en observaciones. Los sujetos anotaron sus comentarios que luego los jueces clasificaron en subcategorías dentro de otras categorías más globales sobre las clases, el profesor y el alumnado. Los resultados confirmaron ampliamente los obtenidos previamente en otras investigaciones realizadas en EE.UU., encontrándose que los sujetos más experimentados hacían más comentarios significativos en ambos grupos, centrándose más en el profesorado que en las clases o en el alumnado. Se encontraron igualmente diferencias entre subcategorías e interacciones significativas con el nivel de experiencia y el sexo de los sujetos.

Keywords

classroom feedback music educators observation pre-service

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Classroom observation ability among pre-service music educators in Greece

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