A Grounded Theory of Preservice Music Educators' Lesson Planning Processes within Field Experience Methods Courses

Autor/inn/en	Parker, Elizabeth Cassidy; Bond, Vanessa L.; Powell, Sean R.
Titel	A Grounded Theory of Preservice Music Educators' Lesson Planning Processes within Field Experience Methods Courses
Quelle	In: Journal of Research in Music Education, 65 (2017) 3, S.287-308 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429417730035
Schlagwörter	Grounded Theory; Music Teachers; Music Education; Undergraduate Students; Preservice Teachers; Lesson Plans; Field Experience Programs; Educational Environment; Teaching Methods; Teacher Effectiveness; Teacher Education; Student Attitudes; Interviews + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Musikerziehung; Lesson planning; Unterrichtsplanung; Praxisnahes Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerausbildung; Lehrerbildung; Schülerverhalten; Interviewing; Interviewtechnik
Abstract	The purpose of this grounded theory study was to understand the process of field experience lesson planning for preservice music educators enrolled in choral, general, and instrumental music education courses within three university contexts. Data sources included multiple interviews, written responses, and field texts from 42 participants. Four waves of data collection and analysis revealed a five-step process beginning with "learning the tasks of teaching" and "experiencing an authentic teaching context." Participants articulated the central phenomenon as "embracing teaching as an interaction," which led to "teaching more effectively" and "learning about teaching with my style." The findings reflect that participants developed a situated understanding of how thoughtful preparation is connected to effective teaching. An implication for this study is that preservice teachers should be consistently immersed in authentic context learning environments during undergraduate education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01