Pedagogical Techniques and Student Outcomes in Applied Instrumental Lessons Taught by Experienced and Pre-Service American Music Teachers

Autor/inn/en	Henninger, Jacqueline C.; Flowers, Patricia J.; Councill, Kimberly H.
Titel	Pedagogical Techniques and Student Outcomes in Applied Instrumental Lessons Taught by Experienced and Pre-Service American Music Teachers
Quelle	In: International Journal of Music Education, 24 (2006) 1, S.71-84 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761406063108
Schlagwörter	Observation; Musical Instruments; Positive Reinforcement; Music Teachers; Teaching Experience; Teacher Attitudes; Teaching Methods; Music Education; Preservice Teachers; Experienced Teachers; Adults; Teacher Behavior; Teacher Competencies; Interviews; Achievement + Suchen Sie Ihr Suchwort? Beobachtung; Musikinstrument; Music; Teacher; Teachers; Musiklehrer; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Musikerziehung; Teacher behaviour; Lehrkunst; Interviewing; Interviewtechnik; Performance; Leistung
Abstract	The purpose of the study was to examine the effect of teacher experience on student progress and performance quality in an introductory applied lesson. Nine experienced teachers and 15 pre-service teachers taught an adult beginner to play "Mary Had a Little Lamb" on a wind instrument. The lessons were videotaped for subsequent analysis of teaching behaviors and performance achievement. Following instruction, a random sample of teachers was interviewed about their perceptions of the lesson. A panel of adjudicators rated final pupil performances. No significant difference was found between pupils taught by experienced and pre-service teachers in the quality of their final performance. Systematic observation of the videotaped lessons showed that participant teachers provided relatively frequent and highly positive reinforcement during the lessons. Pupils of experienced teachers talked significantly more during the lessons than did pupils of pre-service teachers. Pre-service teachers modeled significantly more on their instruments than did experienced teachers. (Contains 2 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10