Why school music teachers teach the way they do: a search for statistical regularities

Jon Helge Sætre

19 citations0/0 files storedMusic Education Research

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Diverse Music Education Insights Musicology and Musical Analysis Music Education and Analysis

Abstract

This article explores the relationships between teachers’ competence and the content of their music lessons. Previous research suggests that the content of music in primary and lower secondary schools is influenced not only by curricular issues, but also by the teachers’ competence. Survey data from 135 Norwegian teachers, ranging from generalist teachers to specialist music teachers and musicians, is used to examine the details of this relationship. First, the correlation between higher education music studies and selected music teaching competences are investigated. Second, the correlation between competence and the different types of content are examined. Lastly the correlation between competence and content that concerns music making is investigated, and compared with the variables school grade and teachers’ gender. The results first identify six competences that correlate significantly with higher education music studies (the Competence Scale). Further, the study finds that several content areas correlate with competence: performance, composing, music history, improvising, music theory and music listening prepared by the teacher. The results also indicate that competence is the single most important factor stimulating music making in schools. There is, however, reason to believe that different teachers carry out different types of music making, since statistical analysis of the scale identified two broad forms of music making. Whether these two forms are the preferred music making content of trained and untrained teachers, of different school grades, of instrumentalist and vocalist teachers, or the preferred forms of practice of men and women is however uncertain.

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References

2007The Power of Feedback 2008Visible Learning 2008Handbook of research on teacher education: Enduring questions in changing contexts 1996Music Matters: A New Philosophy of Music Education 2002Teacher Preparation Research 1997Preservice and Experienced Teachers' Opinions of Skills and Behaviors Important to Successful Music Teaching 2004Effectiveness of preservice music teacher education programs: Perceptions of early-career music teachers 2009Trainee primary-school teachers’ perceptions of their effectiveness in teaching music

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2021Who are the music student teachers in Norwegian generalist teacher education? A cross-sectional survey 2022Student teachers’ views of their own musical skills to teach the National Core Curriculum in Finland 2023Recognising intra-actions of music and pupil 2022Teachers’ conceptions of music teaching: A systematic literature review 2010-2020 2022Sources influencing primary school student teachers’ self-efficacy beliefs in their music studies

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