保持音乐教育者融入流行音乐的准备、自我效能和承诺

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Music Teacher Education Pub Date : 2023-03-18 DOI:10.1177/10570837231158761

Kexin Xu

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引用次数: 0

摘要

本研究的目的是检验职前音乐教师将流行音乐融入P-12音乐课堂的准备程度、自我效能感和承诺，以及流行音乐教学中各结构之间的关系。来自美国23个音乐教育项目的保护音乐教育工作者（N=81）完成了一份研究人员构建的问卷，对他们融入流行音乐的准备、自我效能和承诺进行评分。参与者报告了中等程度的流行音乐教学准备和中等程度的大众音乐教学自我效能感。此外，参与者对融入流行音乐的承诺评价相对较高。相关分析显示，准备和自我效能以及准备和承诺之间存在显著正相关。此外，教师对流行音乐教学的自我效能感与融入流行音乐的承诺呈正相关。其他研究结果包括职前教育工作者教授各种音乐流派的准备程度和他们的自我效能感之间的显著相关性。

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Preservice Music Educators’ Preparedness, Self-Efficacy, and Commitment to Incorporate Popular Music

The purpose of the study was to examine preservice music teachers’ degree of preparedness, self-efficacy, and commitment to incorporating popular music into their P-12 music classrooms, as well as the relationship among the constructs in popular music teaching. Preservice music educators (N = 81) from 23 music education programs in the United States completed a researcher-constructed questionnaire to rate their preparedness, self-efficacy, and commitment to incorporate popular music. Participants reported a moderate degree of preparedness to teach popular music and moderate popular music teaching self-efficacy. Moreover, participants rated their commitment to incorporating popular music relatively high. Correlation analyses revealed significant and positive correlations between preparedness and self-efficacy, as well as preparedness and commitment. In addition, a positive correlation was found between teachers’ self-efficacy for popular music teaching and their commitment to incorporating popular music. Additional findings include significant correlations between preservice educators’ preparedness to teach various musical genres and their self-efficacy.

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来源期刊

Journal of Music Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

41.70%

发文量