Hostname: page-component-cd9895bd7-fscjk Total loading time: 0 Render date: 2024-12-23T14:43:01.271Z Has data issue: false hasContentIssue false
  • English
  • Français

Preservice music teachers: influences on lesson planning

Published online by Cambridge University Press:  18 December 2008

Roy Killen
Get access Rights & Permissions [Opens in a new window]

Abstract

This article explores the influences on preservice teachers' planning decisions in a study conducted during Semester I, 1994 at an Australian University. A group of second year Bachelor of Education (Music) students and Diploma in Education (Music) students were placed in a local school under the supervision of their university specialist methods lecturer and were required to teach a specified lesson to a junior secondary class on three occasions. Before teaching these lessons, every preservice teacher was interviewed and asked to justify each of their planning decisions. Responses for the planning decisions at each stage of the study were grouped into categories. The results show that some categories of responses remained the same, while others changed throughout the study. The study also revealed that the preservice teachers operated on two sets of lesson agendas: the written agenda which was influenced by the university pedagogical programme, and the unwritten agenda influenced by the preservice teachers' beliefs about teaching.

Type
Research Article
Information
British Journal of Music Education , Volume 13 , Issue 1 , March 1996 , pp. 31 - 47
Copyright
Copyright © Cambridge University Press 1996

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bontempo, B. & Dlgman, S. (1985, 04). Entry level profile: student attitudes toward the teaching profession. Paper presented at the annual meeting of the American Educational Research AssociationChicago.Google Scholar
Borko, H., Livingston, C., McCaleb, J. & Mauro, L. (1988). Student teachers' planning and post-lesson reflections. Patterns and implications for teacher preparation. In Calderhead, J. (Ed.), Teachers' Professional Learning, pp. 65–83. London: Falmer Press.Google Scholar
Brophy, J. (1982). How teachers influence what is taught and learned in classrooms. Elementary School Journal, 83, 1–13.CrossRefGoogle Scholar
Buchmann, M. & Schwille, J. (1983). Education: the overcoming of experience. The American Journal of Education, 30–47.CrossRefGoogle Scholar
Bullough, R., Knowles, J. & Crow, N. (1989). Teacher self-concept and student culture in the first year of teaching. Teachers College Record, 91, 2, 207–233.CrossRefGoogle Scholar
Calderhead, J. (1984). Teachers' Classroom Decision-making. London:Holt, Rinehart and Winston.Google Scholar
Crow, N. (1987, 04). Preservice teachers' biography: a case study. Paper presented at the annual meeting of the American Educational Research Association: Washington, D.C.Google Scholar
Goodman, J. (1985). What students learn in early field experiences: a case study and critical analysis. Journal of Teachers Education, 36, 6, 42–48.CrossRefGoogle Scholar
Hollingsworth, S. (1989). Prior beliefs and cognitive change in learning to teach. American Educational Research Journal, 26, 2, 160–189.CrossRefGoogle Scholar
Holt-Reynolds, D. (1992). Personal history-based beliefs as relevant prior knowledge in course work. American Educational Research Journal, 29, 2, 325–349.CrossRefGoogle Scholar
Killen, R. (1992). Modifying the clarity behaviours of experienced teachers through structured feedback. The South Pacific Journal of Teacher Education, 19, 2, 103–115.CrossRefGoogle Scholar
Leinhardt, G. (1986). Expertise in mathematics teaching. Educational Leadership, 43, 7, 28–33.Google Scholar
Leinhardt, G. & Greeno, J. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78, 2, 75–95.CrossRefGoogle Scholar
McCutcheon, G. (1980). How do elementary school teachers plan? The nature of planning and influences on it. Elementary School Journal, 81, 4–23.CrossRefGoogle Scholar
O'Laughlin, M. (1991, 04). Undergraduate and graduate student teachers' developing understanding of teaching and learning. Report of a one-year journal study and follow up interviews. Paper presented at the annual meeting of the American Educational Research Association: Chicago.Google Scholar
Richards, C. (1994). Doctoral work in progress.Google Scholar
Smith, D. (1984). A study of teachers' curriculum planning and decision making, 1 and 2. Doctoral dissertation, University of Sydney: Sydney.Google Scholar
Tyler, R. (1950). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.Google Scholar