The Impact of Educators' Skills and Training on the Delivery of Music in the Learning Area Arts and Culture within Two Districts of the Gauteng Province of South Africa

Autor/in	Klopper, Christopher
Titel	The Impact of Educators' Skills and Training on the Delivery of Music in the Learning Area Arts and Culture within Two Districts of the Gauteng Province of South Africa
Quelle	In: British Journal of Music Education, 25 (2008) 1, S.57-75 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-0517
DOI	10.1017/S0265051707007723
Schlagwörter	Delivery Systems; Teaching Skills; Teacher Qualifications; Music Education; Music Teachers; Statistical Analysis; Predictor Variables; Specialists; Art Education; Music Activities; Cultural Education; Knowledge Base for Teaching; Teacher Competencies; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Auslieferung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrqualifikation; Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Statistische Analyse; Prädiktor; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Musikalische Aktion; Culture; Kulturelle Bildung; Kulturelle Erziehung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrkunst; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article is the documentation of a sub-research question of a larger empirical study that employed quantitative methods to identify variables that are impacting on the delivery of music in the learning area Arts and Culture in South Africa extrapolated from questionnaires. Analysis of the data revealed that educators lack specialisation in music and have limited training in any of the art forms. Significant relationships were established between the educator and involvement in music activities within and outside of the school environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01