Margaret Schmidt

Learning From Teaching Experience: Dewey's Theory and Preservice Teachers' Learning

Teachers often claim that they learn more from teaching experience than from course work. In this qualitative study, the author explored the value that six preservice teachers attributed to peer teaching, early field experiences, student teaching, and self-arranged teaching experiences engaged in during their university education. Consistent with Dewey’s theory of experience, as the participants interacted with their teaching experiences, they each created continuity among and derived their own meanings from them. This individualized aspect of learning was enriched as they also experienced the value of learning within a community of educators. Meaningful learning from all types of teaching experience appeared to be fostered by a balance between doing (action) and undergoing (reflection), both individually and in community. Dewey’s theory of experience proved useful in illuminating possible reasons for similarities and differences in the teaching experiences that each participant valued.

Influences on Career Choice Among Music Education Audition Candidates: A Pilot Study

The purpose of this pilot study was to survey prospective undergraduate music education majors to learn what motivated them to aspire to a career in music education. Respondents were candidates auditioning, but not yet accepted, for music teacher preparation programs at four institutions (N = 228). Findings corroborate prior research that suggests that school music teachers and/or private lesson teachers are highly influential. This study sought to quantify the types of experiences participants had in teaching roles at the time of their college audition, supporting other research suggesting that such experiences may increase interest in a music teaching career. Recommendations include engaging music educators at all PreK—12 levels in actively recruiting and encouraging future teachers, providing private instructors and performance majors with teacher recruitment information, emphasizing earlier identification and preparation of prospective educators, and refining and continuing the work begun in this pilot study.

Career influences of music education audition candidates

In this descriptive study, we examined the influences and experiences motivating students to enter college-level music schools as reported by a population of precollegiate students auditioning (but not yet accepted) to music education degree programs. As a follow-up to a published pilot study, this research was designed to quantify the various experiences respondents had as part of their precollege school and community programs that related to teaching and music. Results indicate a strong connection between respondents’ primary musical background and future teaching interest. The top three influential experiences were related to high school ensemble membership (band, choir, orchestra), and the most influential group of individuals in the decision to become a music educator were high school ensemble directors. Respondents from all four primary background groups (band, choir, orchestra, and general or other) rated private lesson teaching as their second strongest future teaching interest, just behind teaching at the high school level in their primary background. Respondents rated parents as moderately influential on their desire to become a music teacher.

Transition from Student to Teacher: Preservice Teachers’ Beliefs and Practices

This literature review examines research focusing on preservice music teachers’ developing beliefs about teaching and the ways those beliefs influence their practices. Dewey’s theory of experience suggests that experience influences beliefs, and studies of preservice music teachers support this theory. Music education researchers have examined sources of preservice teachers’ beliefs and the challenges for teacher educators in helping preservice teachers identify and articulate them. Studies are also reviewed documenting methods that music teacher educators have explored in helping preservice teachers link their beliefs with teaching practices in methods courses and early teaching experiences. Future research could examine the longitudinal development of beliefs from preservice through in-service teaching and effective methods for assessing preservice teachers’ development. Further research is also needed in preparing teachers with the desire and the skills needed to address the needs of culturally and musically diverse students.

The Childhood of a Teacher: Allison’s Preservice Years as Baby Pictures

Allison, an early career teacher, and Marg, a teacher educator, together reviewed videos of Allison’s preservice teaching experience. To make sometimes-painful memories more comfortable, we decided to think of the videos as pictures of a teacher’s “childhood” and growth. We explore the meanings and emotions those events held in the past and, with the benefit of hindsight, discuss current interpretations of those experiences and their place in Allison’s growth as a teacher. Previous research has highlighted growth patterns that seem common to many, if not most, preservice teachers. Allison’s growth displayed elements of such patterns, but her trajectory was non-linear and complex. Allison offers insights into her thoughts as a beginning teacher, and we highlight the relational process of restorying past experiences.

Ugly music: Lessons in learning to listen respectfully

Listening to music from a variety of national, ethnic, and historical traditions may help adolescents develop respect for individual differences, particularly when they are challenged to confront music that has little immediate musical appeal for them. This article outlines strategies for two sample listening lessons, using Serbo-Croatian gusle epics as an example of seemingly “ugly” music. Information about the gusle tradition is given, along with suggested resources for teaching these lessons. One lesson helps students evaluate music using descriptive rather than judgmental words, whereas the other promotes discussion of music’s cultural and personal meanings by comparing and contrasting very familiar and very unfamiliar music. In addition, suggestions are provided for legally downloading Internet videos for classroom use.