Music teachers’ philosophical beliefs and the use of those beliefs in teaching and advocacy in the USA

IF 1.3 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Music Education Pub Date : 2025-05-19 DOI:10.1177/02557614251339551

Julie Myung Ok Song

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Abstract

The purpose of the study was to examine music teachers’ philosophical beliefs, and their application of those beliefs to teaching and advocacy in the United States. I also explored the factors that might predict those beliefs and their application to teaching and advocacy. To measure music teachers’ philosophical beliefs, I developed the Philosophical Beliefs (Ph.B.) scale based on the foundational utilitarian, aesthetic, and praxial philosophical perspectives. Using the Ph.B. scale, I conducted a survey through the National Association for Music Education in the United States, and 527 music teachers responded to the survey. The results revealed that music teachers’ philosophical beliefs and their use of beliefs in teaching and advocacy varied among the philosophical perspectives. In particular, the aesthetic perspective was most favored as a philosophical belief by music educators but used the least in advocacy. More experienced music teachers had stronger philosophical beliefs and made more use of these beliefs in practice. I discuss how future work may extend the research in this paper to consider additional philosophical and ethical perspectives of music educators.

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美国音乐教师的哲学信仰及其在教学和倡导中的运用

该研究的目的是考察美国音乐教师的哲学信仰，以及他们将这些信仰应用于教学和宣传。我还探讨了可能预测这些信念的因素，以及它们在教学和倡导中的应用。为了测量音乐教师的哲学信仰，我基于基本的功利主义、美学和实践哲学观点开发了哲学信仰量表。我利用Ph.B.量表，通过美国全国音乐教育协会进行了一项调查，共有527名音乐教师参与了调查。结果发现，音乐教师的哲学信念及其在教学和宣传中的运用在哲学视角上存在差异。特别是，美学观点作为一种哲学信仰最受音乐教育者的青睐，但在宣传中使用得最少。经验丰富的音乐教师具有更强的哲学信念，并在实践中更多地运用这些信念。我讨论了未来的工作如何扩展本文的研究，以考虑音乐教育家的其他哲学和伦理观点。

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来源期刊

International Journal of Music Education Multiple-

CiteScore

3.20

自引率

11.10%

发文量

期刊介绍： The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.