职前音乐教育工作者对残疾学生的看法和经验：特殊教育音乐课程中在线现场经验的混合方法调查

IF 1.3 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Music Education Pub Date : 2023-07-21 DOI:10.1177/02557614231188126

Rachel Grimsby, Jocelyn W. Armes

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引用次数: 0

摘要

音乐教师预备课程通常提供职前音乐教育者(PMEs)与许多学生群体(包括残疾学生)一起工作的经验。研究人员已经证明，实地经验和课程作业对pme准备向残疾学生教授音乐(SWD)有积极的影响。然而，很少有音乐教育项目为pme提供教授SWD的经验。这项解释性混合方法研究的目的是研究为期6周的在线实地体验，结合具体内容的课程作业，对PME对向社障人士教授音乐的看法的影响。从测试前到测试后，参与者报告这些感知显著下降。在随后的访谈中，作者发现，由于感觉不足和渴望更多经验，参与者的感知可能有所下降。参加者表示，实地经验是整个课程最有意义的部分。讨论了职前音乐教师教育的启示。

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Perceptions and experiences of preservice music educators working with students with disabilities: A mixed methods inquiry of online field experiences within a music for special education course

Music teacher preparation programs typically provide preservice music educators (PMEs) experiences working with many student populations, including students with disabilities. Researchers have shown the positive impact field experience and coursework has on PMEs preparation to teach music to students with disabilities (SWD). Yet, few music education programs provide PMEs with experiences teaching SWD. The purpose of this explanatory mixed methods study was to examine the influence of a 6-week online field experience, in combination with content-specific coursework, on PME’s perceptions related to teaching music to SWD. From pretest to posttest, participants reported a significant decrease in these perceptions. In subsequent interviews, the authors found that participants’ perceptions may have decreased due to feelings of inadequacy and the desire for more experience. Participants stated that the field experience was the most meaningful part of the course overall. Implications for preservice music teacher education are discussed.

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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.