The influencing factors of music teachers’ professional development: a literature review

Abstract

The professional development (PD) of music teachers has a sustained impact on the quality of music education. This paper, reviews and summarizes the influencing factors of music teachers’ PD, elaborating on both internal and external perspectives. The study reveals that internal factors influencing music teachers’ PD mainly include work experience, professional beliefs, and personal characteristics. The external factors mainly include the practicality of PD content, teachers’ learning autonomy, peer support, and lifelong learning. In addition, beyond the disciplinary boundaries of music education, research in the field of education has also discovered factors that are comparable to those in music education research. The studies all mentioned: 1) In teacher education and teaching, the effectiveness of teacher education has received widespread attention and affects teachers’ PD; 2) In school management, the opportunities and levels of teachers’ PD also affect administrative considerations such as teacher retention decisions. Compared to the general education field, the music discipline has the following specialities: 1) In the dimensions of teacher beliefs and psychology, both general disciplines and music disciplines are involved, but music teachers’ professional identity needs to balance dual identities; 2) In terms of teacher collaboration, compared with teachers of general disciplines, music teachers have limited opportunities for peer cooperation; 3) Music teachers need to have specialized professional development. In the future, it is worth further research on the effectiveness of music teachers’ PD, the psychology of music teachers, and the measurement of model hypotheses for the influencing factors of music teachers’ professional development.

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