Teaching Evaluations and Comments by Preservice Music Educators from Argentina, Australia, Japan, and USA

Abstract

This study is an extension of previous research that examined the efficacy of applying perspectives of teaching from one country to another (Price, Ogawa, & Arizumi, 1997). Participants were university Music Education students in Japan, Argentina, Australia and the USA. They watched nine videotaped teaching excerpts, rated them and wrote comments. Music lessons by three different Yamaha Music Curriculum teachers, two from Japan and one from Argentina, were used. Parallel segments- singing, keyboard, rhythm/listening- were selected from each of the three teachers. There were significant differences among countries and instructors, but no significant interaction. However, the ratings were significantly correlated with the three teachers being rated in the identical order by participants from all four countries. Participants' comments were significantly correlated, with all focusing on classroom management and most on content, but there was a somewhat different focus among participants from the USA and those from the other countries. It may be that there is a similar perspective on the relative quality of teaching among different countries while, at the same time, there is difficulty in articulating the reasons for the assessments.

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