The purpose of this study was to examine effects of teacher role development training on undergraduate music education majors’ teaching effectiveness, attributions for success and failure in music teaching, and confidence to continue pursuing a music teaching career. Participants (N = 18) included students who had received teacher role development training (n = 9) and students who had not received such training (n = 9). Participants completed the Concerns, Attributions, and Confidence Measure. Participants’ teaching effectiveness was determined using the Survey of Teaching Effectiveness. No significant differences were found between the two groups for any dependent variables; however, main effect differences were found among levels of concerns and among areas of attribution for success or failure in teaching.
Asmus, E.P. ( 1985). Sixth graders’ achievement motivation: Their views of success and failure in music. Bulletin of the Council for Research in Music Education, 85, 1-13.
2.
Asmus, E.P. ( 1986a). Achievement motivation characteristics of music education and music therapy students as identified by attribution. Bulletin of the Council for Research in Music Education, 86, 71-85.
3.
Asmus, E.P. ( 1986b, April). Factors students believe to be the causes of success or failure in music. Paper presented at the 50th National In-Service Conference of the Music Educators National Conference , Anaheim, CA.
4.
Asmus, E.P. ( 1989). Measures of motivation in music: Motivating Factors and Magnitude of Motivation. Retrieved from http://www.music.miami.edu/asmus/measures.html
5.
Becker, H.S., & Carper, J. ( 1970). The elements of identification with an occupation. In H. S. Becker (Ed.), Sociological work: Method and substance (pp. 177-188). Chicago, IL: Aldine.
Borich, G.D., & Tombari, M. ( 1997). Educational psychology: A contemporary approach (2nd ed.). New York, NY: Longman.
8.
Broyles, J.W. ( 1997). Effects of videotape analysis on role development of student teachers in music (Unpublished doctoral dissertation), University of Oklahoma, Norman.
9.
Burden, P. ( 1982). Implications of teacher career development: New roles for teachers, administrators and professors. Action in Teacher Education, 4(4), 21-25.
10.
Burden, P. ( 1990). Teacher development. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 311-328). New York, NY: Macmillan.
11.
Burn, K., Hagger, H., & Mutton, T. ( 2003). The complex development of student-teachers’ thinking . Teachers and Teaching: Theory and Practice, 9, 309-331.
12.
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, 162-176.
13.
Fant, G.R. ( 1996). An investigation of the relationships between undergraduate music education students’ early field experience and student teaching performance (Unpublished doctoral dissertation), University of Arizona, Tucson.
14.
Fuller, F., & Brown, O. ( 1975). Becoming a teacher. In K. Ryan (Ed.), Teacher education, Part II: The 74th yearbook of the National Society for the Study of Education (pp. 25-52). Chicago, IL: University of Chicago Press.
15.
Glickman, C.D. ( 1985). Supervision of instruction: A developmental approach . Newton, MA: Allyn & Bacon .
16.
Guillaume, A.M., & Rudney, G.L. ( 1993). Student teachers’ growth toward independence: An analysis of their changing concerns. Teaching and Teacher Education, 9(1), 65-80.
17.
Hamann, D.L. ( 1995). Preservice teachers’ teaching effectiveness and social skill development. Southeastern Journal of Music Education , 7, 1-12.
18.
Hamann, D.L., & Baker, D.S. ( 1996). Survey of teaching effectiveness. Unpublished document available from Donald L. Hamann, University of Arizona, School of Music, Tucson, AZ .
19.
Isbell, D.S. ( 2008). Musicians and teachers: The socialization and occupational identity of preservice music teachers. Journal of Research in Music Education, 56, 162-178.
20.
Katz, L. ( 1972). Developmental stages of preschool teachers. Elementary School Journal, 73(1), 50-54.
21.
Kincheloe, J.L., & McLaren, P. ( 2000). Rethinking critical theory and qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 279-313). London, England: Sage.
22.
Merton, R.K. ( 1957). The student physician. Cambridge, MA: Harvard University Press.
23.
Paul, S.J. ( 1998). The effects of peer teaching experiences on the professional teacher role development of undergraduate instrumental music education majors . Bulletin of the Council for Research in Music Education , 137, 73-92.
24.
Paul, S.J., Teachout, D.J., Sullivan, J.M., Kelly, S.N., Bauer, W.I., & Raiber, M.A. ( 2001). Authentic-context learning activities in instrumental music teacher education. Journal of Research in Music Education , 49, 136-145.
25.
Raiber, M.A. ( 1997). A study of reflective practice elements in undergraduate music education curricula. Paper presented at Symposium ’97: Innovations in Music Teacher Education, University of Oklahoma, Norman.
26.
Ralph, E. ( 2004). Interns’ and cooperating teachers’ concerns during the extended practicum. Alberta Journal of Educational Research, 50, 411-429.
27.
Regelski, T.A. ( 1998). Critical theory as a foundation for critical thinking in music. In P. Woodford (Ed.), Critical thinking in music: Theory and practice (Vol. 17, pp. 1-21). Monograph: Studies in Music from the University of Western Ontario. London, Ontario, Canada: University of Western Ontario.
28.
Richards, C., & Killen, R. ( 1993). Problems of beginning teachers: Perceptions of pre-service music teachers. Research Studies in Music Education, 1, 40-51.
29.
Richardson, V. ( 1996). The role of attitudes and beliefs in learning to teach . In J. P. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 102-119). New York, NY: Macmillan.
30.
Rose, A.M. ( 1990). Music education in culture: A critical analysis of reproduction, production, and hegemony (Unpublished doctoral dissertation), University of Wisconsin, Madison.
31.
Schmidt, M. ( 2005). Preservice string teachers’ lesson planning processes: An exploratory study. Journal of Research in Music Education , 53, 6-25.
32.
Smith, D.J., & Sanche, R.P. ( 1993). Interns’ personally expressed concerns: A need to extend the Fuller model? Action in Teacher Education, 15(1), 36-41.
33.
Teachout, D.J. ( 2007). Understanding the ties that bind and the possibilities for change. Arts Education Policy Review, 108(6), 19-32.
34.
Thompson, L.K. ( 2007). Considering beliefs in learning to teach music. Music Educators Journal, 93(3), 30-35.
35.
Weinstein, C.S. ( 1988). Preservice teachers’ expectations about the first year of teaching. Teaching and Teacher Education, 4(1), 31-40.
36.
Wolfgang, R.E. ( 1990). Early field experience in music education: A study of teacher role socialization (Unpublished doctoral dissertation), University of Oregon, Eugene.
37.
Woodford, P.G. ( 2002). The social construction of music teacher identity in undergraduate music education majors. In R. Colwell & C. Richardson (Eds.), The new handbook of research on music teaching and learning (pp. 675-694). New York, NY: Oxford University Press.
38.
Woodford, P.G. ( 2005). Democracy and music education: Liberalism, ethics, and the politics of practice. Bloomington: Indiana University Press.
