High School Instrumental Students' Perceptions of Effective Music Student Teacher Traits

Steven N. Kelly

20 citations0/0 files storedJournal of Music Teacher Education

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Diverse Music Education Insights Teacher Education and Leadership Studies Music Education and Analysis

Abstract

This study examined high school band and orchestra students' perceptions of effective music student teacher skills and behaviors. Participants ( N = 314) began by completing a 34-item survey by rating items 1 to 31 from 1 ( not very important) to 5 ( very important) regarding the degree of importance with which each trait should be exhibited by a student teacher in a music class. Items 32 to 34 asked the respondents to indicate (a) how often they had a music student intern during a specific time period, (b) the respondent's primary performance area, and (c) the respondent's year in school. Resulting data indicated that skills and behaviors receiving the highest mean scores were “Is able to apply knowledge; being competent” ( M = 4.595) and “Has a positive behavior” ( M = 4.586). Skills and behaviors receiving the lowest mean scores were “Can play the piano” ( M = 2.952) and “Has knowledge of technology” ( M = 3.407). ANOVA found few significant differences among the teacher traits and different groups of students.

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References

1932The sociology of teaching.1986In Pursuit of the Expert Pedagogue 1973The Effect of Physical Attractiveness on Teacher Expectations 2017Educational leadership 1997Preservice and Experienced Teachers' Opinions of Skills and Behaviors Important to Successful Music Teaching 1981Prediction of Performer Attentiveness Based on Rehearsal Activity and Teacher Behavior 1975Effect of Magnitude of Conductor Behavior on Students in Selected Mixed Choruses 1992Sequential Patterns of Music Instruction and Learning to Use Them

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