Transition from Student to Teacher: Preservice Teachers' Beliefs and Practices

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This literature review examines research focusing on preservice music teachers' developing beliefs about teaching and the ways those beliefs influence their practices. Dewey's theory of experience suggests that experience influences beliefs, and studies of preservice music teachers support this theory. Music education researchers have examined sources of preservice teachers' beliefs and the challenges for teacher educators in helping preservice teachers identify and articulate them. Studies are also reviewed documenting methods that music teacher educators have explored in helping preservice teachers link their beliefs with teaching practices in methods courses and early teaching experiences. Future research could examine the longitudinal development of beliefs from preservice through in-service teaching and effective methods for assessing preservice teachers' development. Further research is also needed in preparing teachers with the desire and the skills needed to address the needs of culturally and musically diverse students.

Original languageEnglish (US)
Pages (from-to)27-49
Number of pages23
JournalJournal of Music Teacher Education
Volume23
Issue number1
DOIs
StatePublished - 2013

Fingerprint

music teacher
teacher
student
Teaching
educator
experience
music lessons
teaching practice
Pre-service Teachers
Teacher Beliefs
Music Teacher
Educators

Keywords

  • music methods
  • music teacher preparation
  • preservice teacher beliefs
  • preservice teacher development
  • preservice teacher perceptions

ASJC Scopus subject areas

  • Education
  • Music

Cite this

Transition from Student to Teacher : Preservice Teachers' Beliefs and Practices. / Schmidt, Margaret.

In: Journal of Music Teacher Education, Vol. 23, No. 1, 2013, p. 27-49.

Research output: Contribution to journalArticle

@article{dad7c38731144b0180348ff97e0262f3,
title = "Transition from Student to Teacher: Preservice Teachers' Beliefs and Practices",
abstract = "This literature review examines research focusing on preservice music teachers' developing beliefs about teaching and the ways those beliefs influence their practices. Dewey's theory of experience suggests that experience influences beliefs, and studies of preservice music teachers support this theory. Music education researchers have examined sources of preservice teachers' beliefs and the challenges for teacher educators in helping preservice teachers identify and articulate them. Studies are also reviewed documenting methods that music teacher educators have explored in helping preservice teachers link their beliefs with teaching practices in methods courses and early teaching experiences. Future research could examine the longitudinal development of beliefs from preservice through in-service teaching and effective methods for assessing preservice teachers' development. Further research is also needed in preparing teachers with the desire and the skills needed to address the needs of culturally and musically diverse students.",
keywords = "music methods, music teacher preparation, preservice teacher beliefs, preservice teacher development, preservice teacher perceptions",
author = "Margaret Schmidt",
year = "2013",
doi = "10.1177/1057083712469111",
language = "English (US)",
volume = "23",
pages = "27--49",
journal = "Journal of Music Teacher Education",
issn = "1057-0837",
publisher = "Sage Science Press",
number = "1",

}

TY - JOUR

T1 - Transition from Student to Teacher

T2 - Preservice Teachers' Beliefs and Practices

AU - Schmidt, Margaret

PY - 2013

Y1 - 2013

N2 - This literature review examines research focusing on preservice music teachers' developing beliefs about teaching and the ways those beliefs influence their practices. Dewey's theory of experience suggests that experience influences beliefs, and studies of preservice music teachers support this theory. Music education researchers have examined sources of preservice teachers' beliefs and the challenges for teacher educators in helping preservice teachers identify and articulate them. Studies are also reviewed documenting methods that music teacher educators have explored in helping preservice teachers link their beliefs with teaching practices in methods courses and early teaching experiences. Future research could examine the longitudinal development of beliefs from preservice through in-service teaching and effective methods for assessing preservice teachers' development. Further research is also needed in preparing teachers with the desire and the skills needed to address the needs of culturally and musically diverse students.

AB - This literature review examines research focusing on preservice music teachers' developing beliefs about teaching and the ways those beliefs influence their practices. Dewey's theory of experience suggests that experience influences beliefs, and studies of preservice music teachers support this theory. Music education researchers have examined sources of preservice teachers' beliefs and the challenges for teacher educators in helping preservice teachers identify and articulate them. Studies are also reviewed documenting methods that music teacher educators have explored in helping preservice teachers link their beliefs with teaching practices in methods courses and early teaching experiences. Future research could examine the longitudinal development of beliefs from preservice through in-service teaching and effective methods for assessing preservice teachers' development. Further research is also needed in preparing teachers with the desire and the skills needed to address the needs of culturally and musically diverse students.

KW - music methods

KW - music teacher preparation

KW - preservice teacher beliefs

KW - preservice teacher development

KW - preservice teacher perceptions

UR - http://www.scopus.com/inward/record.url?scp=84898688058&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84898688058&partnerID=8YFLogxK

U2 - 10.1177/1057083712469111

DO - 10.1177/1057083712469111

M3 - Article

AN - SCOPUS:84898688058

VL - 23

SP - 27

EP - 49

JO - Journal of Music Teacher Education

JF - Journal of Music Teacher Education

SN - 1057-0837

IS - 1

ER -