Relevant bibliographies by topics / Assessment in teacher training for music education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Assessment in teacher training for music education'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Assessment in teacher training for music education"

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Swanwick, Keith. "The ‘good-enough’ music teacher." British Journal of Music Education 25, no. 1 (March 2008): 9–22. http://dx.doi.org/10.1017/s0265051707007693.

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Teaching and learning are complex processes and evaluating the work of music teachers is neither obvious nor simple. The outcomes of educational transactions may not be completely or immediately apparent. Furthermore, the contexts in which musical skills and understanding are acquired are multiple, going well beyond the formal categories of ‘general’ class music teacher or the ‘private’ instrumental and vocal teacher. In many of these alternative settings, standardised student assessment or teacher evaluation processes may be inappropriate. In this paper, an approach to evaluating teaching and learning draws on Swanwick's three principles for music educators. To these three principles is added the need to understand the educational and social context in which a teacher works. These criteria help to identify the ‘good-enough’ teacher's contribution to students' musical development. The concept of the ‘good-enough’ teacher is exemplified, not in the context of conventional formal teaching settings but in a third, much less defined role, that of music leader. The extent to which music leaders contribute to their musical environment is evaluated in a study of their continuing professional development. This evaluation was initiated by Youth Music, a UK organisation working alongside the formal and community-based sectors to support music-making and training.
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Daubney, Alison, and Martin Fautley. "Editorial Research: Music education in a time of pandemic." British Journal of Music Education 37, no. 2 (June 11, 2020): 107–14. http://dx.doi.org/10.1017/s0265051720000133.

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AbstractThis article, written at the time it was taking place, discusses the effects that the COVID-19 pandemic is having on music education in schools, focusing on the UK. It discusses how schools and teachers have had to make a sudden shift to a largely on-line modality, and the effects of these on teaching and learning in music. It asks questions of curriculum and assessment, especially with regard to the fact that classroom teachers in England are having to use their professional judgment to provide grades for external examinations, where hitherto these would have come from examination boards. It questions the ways in which teachers have been inadequately prepared and supported for this, by years of neoliberal undermining of confidence. It goes on to question accountability, and teacher training, raising issues which, at the time of writing, are of significant concern or music education.
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Ruismäki, Heikki, and Tarja Tereska. "Students' assessments of music learning experiences from kindergarten to university." British Journal of Music Education 25, no. 1 (March 2008): 23–39. http://dx.doi.org/10.1017/s026505170700770x.

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This article reports on a retrospective study of Finnish pre-service elementary teachers' assessments of their musical experiences in nursery school and elementary and secondary school and real-time study of their experiences in teacher training. The participants (N = 590) had received musical instruction in five age groups (4–6 years, 7–12 years, 13–15 years, 16–19 years, 20–25 years). The assessments were most positive in the 4–6 years group and thereafter declined until puberty in the 13–15 years group. A change in a positive direction was perceived in the 16–19 years group and also in the 20–25 years group (during teacher training). Gender differences were statistically significant except during upper secondary school. The most enjoyable activities in formal music education were singing and playing; music theory was experienced most negatively.
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Karkina, Svetlana V., Roza A. Valeeva, and Andreja Istenič Starčič. "Improving Professional Skills of Music Teachers Through the Use of Distance Learning." Journal of Information Technology Research 14, no. 2 (April 2021): 187–99. http://dx.doi.org/10.4018/jitr.2021040110.

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This paper presents some possibilities of distance learning in music teacher education. The research presented two teacher training programs at Kazan Federal University. The distance learning tools allowed to realize some important subject-oriented principles include self-education, self-realization, and creative approach. The result data were collected from tests results and analysis of self-assessment and questionnaires by quantitative and qualitative experimental methods. The results of the level of musical knowledge and creative activity were increased in the second distance learning group, but not in the first traditional group. Based on the experimental research work, the authors concluded that distance learning environment is a perspective way for develop education system. A distance tool allows us to reflect modern society changes where online format became the priority way for getting new competencies including professional skills in music teacher education.
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Tejada, Jesús, and Tomás Thayer Morel. "Design and validation of a music technology course for initial music teacher education based on the TPACK framework and the project-based learning approach." Journal of Music, Technology and Education 12, no. 3 (December 1, 2019): 225–46. http://dx.doi.org/10.1386/jmte_00008_1.

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This project outlines a design for, and presents an evaluation and validation of, an information and communication technology (ICT) training course on an initial teacher education programme for pre-service music teachers at a Spanish University. The primary objective was to improve initial teacher education in music technology through a course design with two key components: (1) constructivist learning through collaborative projects (PBL) and (2) the technological pedagogical content knowledge (TPACK) integration framework. The course saw students carry out four real-life projects, three of which involved the elaboration of educational material through the exclusive use of musical technology, and one of which involved an ICT research project. Results were obtained through an end-product evaluation and a self-assessment questionnaire and indicated that the course was well received and highly valued by the participants. In their self-assessment responses, students spoke of the academic value of the course, a confidence in their own skills, their willingness to use ICTs in future teaching contexts, the importance of ICTs in their degree programme, the fact that the course surpassed their expectations in terms of achievement (a fact corroborated through data triangulation in the end-product evaluation) and the transferability of the knowledge acquired to the music classroom. Finally, they provided suggestions for potential improvements to the course.
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Chun, Zhang. "Diagnostic results of the acmeological culture of future music teachers in the process of singing." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 249–54. http://dx.doi.org/10.33310/2518-7813-2019-66-3-249-254.

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The article presents the results of the diagnosis of acmeological culture of future music teachers in the process of singing. Based on the developed system of criteria and indicators of the structural components of the studied phenomenon (motivational-value, cognitive-developmental, communicative-heuristic and creative-projective), the contents of the phased diagnostic technique of the ascertaining experiment, which consists of pedagogical conversations, oral questioning, questioning, testing, essay – annotations, creative tasks, typical types of conducting and choral activities, expert assessments, mathematical methods of data processing. The levels of formation of the acmeological culture of future music teachers are determined, their substantive characteristics are formulated. Ukraine's accession to a single European educational space declares new requirements for professional training of music teachers. Increasingly, it is becoming necessary to focus higher education on the training of professionals capable of professional mobility, rapid adaptation to new educational conditions, self-realization and self-improvement throughout life – individuals with high levels of acmeological culture. According to the results of the ascertainment experiment, the calculation of the arithmetic mean of quantitative indicators by certain structural components was performed: motivational-value, cognitive-developmental, communicative-heuristic and creative-design. Of particular importance is the problem of formation of acmeological culture in the singing activity of future music teachers. It is the high professionalism of vocal-choral activity of the music teacher that not only enhances the prestige of the teacher's profession, but also provides a peculiarity of personal influence of the teacher-professional on the spiritual development of students by means of vocal-choral art.
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Haraldsson, Halldór, and Lram. "The Training of Piano Teachers at Reykjavík College of Music." British Journal of Music Education 4, no. 3 (November 1987): 279–82. http://dx.doi.org/10.1017/s0265051700006148.

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Reykjavík College of Music offers a unique course of instruction for piano teachers. An important feature of this three-year course is the opportunities it gives for students to work with pupils of all abilities: from beginners to the higher grades. Students teach their pupils under supervision of professors of the College, and assessment includes practical teaching and the presentation of concerts by the students' pupils. The author describes the course, its contents and examination procedures, and stresses the need to develop individuality and open-mindedness in those wishing to make their careers as piano teachers.
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Davies, Janet. "Alexander Technique classes for tertiary music students: Student and teacher evaluations of pre- and post-test audiovisual recordings." International Journal of Music Education 38, no. 2 (October 17, 2019): 194–207. http://dx.doi.org/10.1177/0255761419880007.

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Tertiary music students show patterns of playing-related musculoskeletal disorders (PRMDs) similar to professionals, indicating the need for effective education in management and prevention during student years. When problems occur, music students are most likely to seek advice from their instrumental teachers; therefore, it is important for teachers to be involved in ensuring education programs are relevant to the occupational and artistic needs of both student and professional musicians. Musicians have previously reported improvements in outcomes associated with PRMDs and performance quality following Alexander Technique (AT) classes. In this study, 12 university music students and eight of their teachers evaluated video-recordings filmed before and after a semester of weekly, purpose-designed AT classes. Positive changes were observed in muscle tension, posture, tonal resonance, breathing, instrumental technique, and movement quality. Noted improvements were consistent with student participants’ subjective experiences, reported previously from questionnaire data. The results suggest that AT training at the instrument may have a direct positive impact on key factors associated with PRMDs as well as playing quality. Use of video assessments as a component of controlled, mixed-method studies with larger populations is recommended to establish the potential value of AT for inclusion in music training.
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Churikova-Kushnir, Olha, Zoya Sofronii, Vadym Lisovyi, Heorhii Postevka, and Liliya Niemtsova. "Moodle System One of the Way to Monitoring Competence of Future Teachers of Music Art." WSEAS TRANSACTIONS ON SYSTEMS AND CONTROL 16 (August 2, 2021): 439–49. http://dx.doi.org/10.37394/23203.2021.16.39.

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The article are given the scientific and methodological conditions for the production and progress of distance learning courses for future teachers of music through the competencebased, system, action approaches. The author identifies the components that are formed on the basis of the content of the course are and portion of the structure of the competence hierarchy of future music teacher. Materials of research are founded on the experience of education in the course of distance learning of Basic Musical Instrument (piano). The study considers the principal components of development and design of a distance learning course, including theoretical, practical, individual work, and control. The author grounds the specifics methods of distance learning for future teachers of music, in specific their instrumental training and the effectiveness of this training, differentiating the following main methods: of collecting information and using technologies of communication , such us multimedia and method of project . The criteria for control of information and skills were developed. The research was portion of educational experiment involving 52 bachelor students, Music Specialization. According to the results of the study, the study of the subject Basic Musical Instrument (Piano) using the Moodle learning environment contains a number of advantages, which are primarily manifested in higher assessment results of students’ learning. The motivational, musical instrumental and cognitive abilities of these students were approximately 10% higher than students who studied according to traditional methods. The opinion characterize the results of implementation and effectiveness of experimental study on the use of distance learning courses for the progressof instrumental performance competence of future teachers of music. The influence of different methods of distance learning on learner performance is also determined
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Williams, Kate E., Sally Savage, and Rebecca Eager. "Rhythm and Movement for Self-Regulation (RAMSR) intervention for preschool self-regulation development in disadvantaged communities: a clustered randomised controlled trial study protocol." BMJ Open 10, no. 9 (September 2020): e036392. http://dx.doi.org/10.1136/bmjopen-2019-036392.

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IntroductionSelf-regulation (the ability to regulate emotion, attention, cognition and behaviour) is an integral part of early learning competence in the years prior to school. Self-regulation skills are critical to ongoing learning behaviours, achievement and well-being. Emerging neurological evidence suggests coordinated music and movement participation could support self-regulation development for all children. A pilot study in 2016 introduced a coordinated music and movement programme designed to boost self-regulation skills in children in disadvantaged communities, delivered by visiting specialists, with promising findings. The intervention is based on the neuroscience of beat synchronisation, rhythmic entrainment and the cognitive benefits of music therapy and music education—and is called Rhythm and Movement for Self-Regulation (RAMSR). This study builds on the pilot by training regular teachers to deliver RAMSR in their classrooms (rather than visiting specialists). The study aims to establish the effectiveness of RAMSR, which is designed to translate the cognitive benefits that accrue from rhythm participation to address self-regulation for children who do not typically access high-quality music programmes.Methods and analysisWe will recruit 237 children from up to eight kindergartens in low socioeconomic areas. Intervention: teachers will be trained to deliver the RAMSR intervention during group time in kindergartens, daily for 8 weeks. Control: usual practice kindergarten programme. Follow-up: end of intervention using child assessments and teacher report; 12 months postbaseline using school teacher reports following school transition. Primary outcomes: executive function and self-regulation. Secondary outcomes: school readiness; visual-motor integration; teacher-reported behaviour problems, school transition and academic competency; teacher knowledge, confidence, practice and attitudes related to self-regulation, rhythm and movement; fidelity of intervention implementation.Ethics and disseminationQueensland University of Technology Human Research Ethics Committee, approval 1900000566. Findings dissemination: in-field workshops to service providers, conference presentations, journal and professional publications.Trial registration numberACTRN12619001342101; Pre-results (30 September 2019).
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Dissertations / Theses on the topic "Assessment in teacher training for music education"

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Sweeney, S. E. "Music in the National Curriculum : implications of assessment for pupils, teachers and schools." Thesis, University of Bath, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262667.

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DiBiase, Deborah. "Formative Assessment Professional Development| Impact on Teacher Practice." Thesis, Johnson & Wales University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621976.

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With increasing demands on student achievement as set forth by the No Child Left Behind Act (NCLB) (2001), teachers are the catalyst for improving their students' performance (Marzano, 2000). Existing studies on the use of formative assessment as a process by which teachers elicit information of their students' progress and use that information to inform their instruction have shown promising results in student achievement gains (Wiliam & Thompson, 2007). Extensive teacher professional development is needed, however, to instill a change in teacher practice needed to successfully employ formative assessment resulting in improved student achievement (Trumbull & Lash, 2013; Wiley & Heritage, 2010).

The purpose of this study was to determine the relationship between Linking Learning and Assessment professional development (including online training modules and communities of practice) as well as other forms of professional development on formative assessment and resulting self-perceived teacher practice, and what aspects of the professional development teachers found meaningful in improving their practice.

This study utilized a mixed-methods design. A questionnaire was administered to middle level educators (N=82) throughout the state followed by a focus group interview (N=5). Quantitative data analysis consisted of descriptive statistics, correlations, Anova, and t-tests. Qualitative data were obtained through open-ended questions and the focus group. Content analysis was conducted to analyze the qualitative data obtained through the focus group interview and the open-ended questions on the questionnaire.

A major finding of this study is that most teachers are in the early stages of implementing the formative assessment process and have begun to realize the power of formative assessment. Those who have had ongoing and intensive training have begun to see meaningful changes in their practice. Professional development found to be most meaningful to teachers includes: collaboration, active learning opportunities and coherence. In addition, teachers expressed the need for professional development to be differentiated to meet their individual needs.

The results of this study may serve to inform teachers, administrators, districts and state departments of education when developing and implementing professional development in general as well as professional development on formative assessment.

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Wolff, Judith. "Initiating alternative assessment : the construction of knowledge about assessment in Israeli teacher education." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368449.

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De, Villiers Ronel. "A teacher training framework for music education in the Foundation Phase." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65434.

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Transformational changes have swept across the South African educational landscape in the post-apartheid era, and few disciplines have been as severely affected as music education (MusEd). The status of MusEd seems to have diminished while the government continually introduced modifications to national curricula, prompting Higher Education Institutions (HEIs) to scale down their MusEd teacher training operations. The focus on preparing specialist music teachers shifted towards the preparation of multitudes of generalist teachers lacking the required knowledge, skills and confidence to effectively teach MusEd for learners in the Foundation Phase (FP) at primary schools. The aim of the study is to determine how an effective teacher training framework for MusEd in the FP can be developed, and which key elements should be included in this endeavour. The research explores the various forces (contextual, institutional, biographical and programmatic) that influence Higher Education practices and programme content in the preparation of MusEd student teachers. The study achieves this aim through examining the perspectives of current MusEd lecturers on the teaching and learning methods and practical activities in MusEd programmes at their various HEIs, their experiences of push and pull forces in their working environments, and their reactions to transformational directives. Empirical data was obtained through interviews with lecturers and experts, and document analyses. The study finds that teacher training programmes will benefit when MusEd lecturers embrace and apply the principles of transformation and multiculturalism to their own programmes. Elements of the Western Classical approach to MusEd may be retained but indigenous African and global perspectives need to be integrated and advanced, which will promote MusEd as a developer of social cohesion and an agent for redressing imbalances of the political past. Theoretical music knowledge needs to be integrated with practical activities to cultivate a communal sense of students and learners "musicing" together. Recommendations for further studies include investigations into improvements in future MusEd environments, and collaborative efforts to raise the profile of MusEd.
Thesis (PhD)--University of Pretoria, 2017.
Humanities Education
PhD
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Mehlig, Lisa M. "Preparing preservice teachers to engage parents through assessment." Thesis, Northern Illinois University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3567769.

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The purpose of this study is to determine the degree to which activities within an undergraduate teacher education course in classroom assessment prepared preservice teachers for engaging parents in their children's education. Research indicates that few preservice teachers enter their first classrooms prepared, specifically in the areas of complex tasks such as assessment and parent engagement. Moreover, sound practices in assessment and parent engagement have been demonstrated to have positive impact on student achievement. If designed appropriately, professional development activities for preservice teachers can develop their knowledge, skills, and professional efficacy to enhance student achievement. To address this, preservice teachers enrolled in a classroom assessment course in an elementary teacher education program in a Midwestern U.S. university were given a set of role-playing activities requiring them to consider and respond to typical assessment conversations teachers often have with parents. These role playing activities included (a) explaining to parents the instructional and assessment frameworks used to address the learning needs of students in a class, (b) discussing a recent change in performance with two parents (one whose child improved and one whose child declined), (c) resolving a complaint from a parent about a child's grade, and (d) explaining and interpreting a child's standardized achievement results with a parent. Through a secondary analysis of data, the degree to which these activities did, indeed, prepare the preservice teachers for engaging parents through assessment was studied. As such, a pre-post measure design was used to test whether the experimental group improved as compared to another section (control group) of the assessment class that did not participate in the role-playing activities. Results indicated that participants in the experimental group gained more knowledge about parent engagement and communicating with parents than the control group but did not change in efficacy as compared to the control. Coding and analysis of the preservice teachers' role-playing assignments demonstrated that most of them gained valuable skills in working with parents on assessment issues, and the preservice teachers in the experimental group endorsed the role-playing activities as being valuable for their education as teachers. Results are discussed in terms of possible implications for teacher education.

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Drummond, Brendan. "The classroom music teacher - an uncertain profession? : the Northern Ireland perspective." Thesis, University of Ulster, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267683.

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Tuson, Jennifer A. "The moderation of teacher assessment in the G-component of OCEA." Thesis, University of Oxford, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315989.

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Butler, Abigail. "The relationship among preservice music education teachers' conceptions of teaching effectiveness, microteaching experiences, and teaching performance." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/289016.

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Fifteen undergraduate music education majors enrolled in an introductory music education course at a major university in the Southwestern United States participated in this study. Students constructed concept maps on the topic teacher effectiveness as a measure of their cognitive schemata. They completed two microteaching lessons in two different settings which were videotaped and subsequently analyzed using the Survey of Teaching Effectiveness and a time sampling procedure using criteria from teacher intensity research. Following their microteachings students constructed a second concept map on the same topic. Students were interviewed to explore the nature of their thinking about effective teaching. Quantitative analyses were conducted using data from the concept maps and both measures of teacher effectiveness. Results of a dependent t-test showed no significance difference between map scores either for total score or component scores of extensiveness and coherence. Spearman Rank Correlations were calculated between map scores and subjects' scores on both the STE and TI measures. No significant correlations were found to exist. Qualitative analyses were completed based on data from concept maps, self-evaluations, and interviews. Frequency responses by categories and data source indicated subjects' responses fell into two main areas: teacher effectiveness and skills and strategies. Within these two areas four sub-categories were targeted for further analysis: knowledge, teacher traits, delivery and instructional skills. Frequency responses for all but delivery skills were quite high. The following conclusions were drawn: (1) Preservice teachers have a clear picture of what it means to be an effective teacher. They describe an effective teacher as knowledgeable, possessing a variety of personal characteristics, and engaging in specific teacher actions. (2) Preservice teachers' cognitive structure does not change after the completion of two microteaching experiences. There is some indication that changes in the content of their thinking arise following their microteachings. (3) There is no relationship between preservice teachers' cognitive structure and their ability to demonstrate effective teaching behaviors. However, qualitative analyses suggest a possible connection between the content of their thinking and their ability to teach effectively. Implications for education and future research are discussed.
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Hunter, Lisa Rae. "The relationship between interpersonal communication skills, teaching effectiveness, and conducting effectiveness of music education students." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/290005.

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The purpose of this study was (a) to determine if there was a significant relationship between the interpersonal communication skills of music education students and teaching effectiveness, (b) to determine if there was a significant relationship between the interpersonal communication skills of music education students and conducting/rehearsal technique, and (c) to determine if there is a significant difference between the conductor and ensemble perception of the conductor's interpersonal communication skills. Subjects were 30 music education students who had taken at least one semester of conducting instruction. Subjects completed three 10-minutes micro rehearsals with an ensemble. Each micro rehearsal was videotaped. Upon completion of the third micro rehearsal, members of the ensemble completed the Questionnaire on Teacher Interaction for each subject to determine the subject's perceived interpersonal communication style profile. Each subject completed the Questionnaire on Teacher Interaction using his/her ideal responses to determine an ideal interpersonal communication style profile. Three judges evaluated videotapes of the first and third micro rehearsal for each subject using the Survey on Teaching Effectiveness to determine teaching effectiveness and the Conductor Observation Form to determine conducting effectiveness. Data were analyzed using two Two-way Analysis of Variances with Repeated Measures to determine if significant differences existed between interpersonal communication skills, teaching effectiveness, and conducting effectiveness. A quotient of agreement was calculated to determine the degree of association between ideal interpersonal communication styles and perceived interpersonal communication styles. Eleven subjects were identified as having helpful/friendly interpersonal communication styles, 11 subjects were identified as having understanding interpersonal communication styles, and 8 subjects were identified as having strict communication styles. Significant (p ≤ .05) differences were found to exist between interpersonal communication skills, teaching effectiveness, and conducting effectiveness. A low (quotient of agreement = .10) degree of association was found between ideal interpersonal communication styles and perceived interpersonal communication styles.
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Fant, Gregory Robert 1960. "An investigation of the relationships between undergraduate music education students' early field experience and student teaching performance." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/290634.

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This correlational study examined the relationships between undergraduate music education students' early field experiences and student teaching performance. Subjects were 40 music student teachers from eleven universities. Student teaching performance was determined from video samples using two teacher effectiveness forms, the Rehearsal Effectiveness Scale and the Survey of Teaching Effectiveness. Two independent judges were used and interjudge reliability was found to be .73 on the Survey of Teaching Effectiveness and .69 on the Rehearsal Effectiveness Scale. Reliability between forms is .88. Subjects were interviewed to collect data on both curricular and non-curricular undergraduate field experiences. These data were correlated with each subject's score on the teacher effectiveness forms. No significant correlations were found between total early field experience and student teaching performance. Significant correlations were found between early field experiences with feedback and student teaching performance (r = .439 and .507; p < .01). A significant negative correlation was found between early field experiences without feedback and student teaching performance (r = -.316, p < .047). No significant correlations were found to exist between the non-curricular index and student teaching performance. Based on their average student teaching performance ranking, five subjects were identified as a subsample for closer analysis. Data on dieir backgrounds, high school experiences, curricular experiences, and non-curricular experiences is presented. Conclusions include the following: 1. Early field experience widi feedback and peer microteaching are positively related to student teaching performance. 2. Early field experience regardless of feedback, non-curricular experience, degree type and student background are not related to student teaching performance. 3. Early field experience without feedback has a negative relationship with student teaching performance. 4. A methods/conducting lab is an effective setting for microteaching experiences. Implications for education and future research are presented.
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Books on the topic "Assessment in teacher training for music education"

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L, Tjeerdsma Bonnie, and National Association for Sport and Physical Education., eds. Assessment of physical education teacher education programs. Reston, VA: National Association for Sport and Physical Education, 2000.

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Music Educators National Conference (U.S.). Task Force on Music Teacher Education for the Nineties. Music teacher education: Partnership and process. Reston, Va: Music Educators National Conference, 1987.

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Nineties, Music Educators National Conference (U S. ). Task Force on Music Teacher Education for the. Music teacher education: Partnership and process. Reston, Va: Music Educators National Conference, 1987.

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Massachusetts. Division of Occupational Education. Teacher trainees' assessment of the chapter 74 Vocational Teacher Training Program. Quincy, Mass: Division of Occupational Education, Massachusetts Dept. of Education, 1989.

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Florida), Joint Conference on Assessment as a. Tool for Achieving Excellence in Teacher Education (1986 University of North. Student assessment in teacher education: Papers and proceedings of the Joint Conference on Assessment as a Tool for Achieving Excellence in Teacher Education, February 14, 1986. [Jacksonville, Fla.]: Florida Institute of Education and the University of North Florida Center for Studies in Education, 1986.

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Jones, Jeff. Training for appraisal and professional development. London: Cassell, 1995.

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Consulting, Exegesis. Africa Education Initiative: An interim assessment of AEI teacher training : looking to the future. Silver Spring, MD: Exegesis Consulting, 2006.

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Guerin, Elizabeth, ed. Language Teacher education and Training: Italy and Europe. Florence: Firenze University Press, 2005. http://dx.doi.org/10.36253/88-8453-323-6.

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The CEFTrain Project is a transnational endeavour which promotes the common European principles and standards expressed in the Council of Europe's "Common European Framework of Reference for Languages: Learning, teaching, assessment (CEF)", in teacher education using information and communication technologies. The Project results are being transferred into the Italian educational context.
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Long, Delbert. Teacher education: The key to effective school reform. Westport, Conn: Bergin & Garvey, 2002.

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Symposium '97: Innovations in Music Teacher Education (1997 Norman, Okla.). Innovations in music teacher education: Papers from Symposium '97: Innovations in Music Teacher Education, sponsored jointly by the University of Oklahoma and the Music Educators National Conference, Norman, Oklahoma, April 1997. Norman, OK: School of Music, University of Oklahoma, 1998.

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Book chapters on the topic "Assessment in teacher training for music education"

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Morselli, Daniele. "The Assessment of Entrepreneurial Education." In The Change Laboratory for Teacher Training in Entrepreneurship Education, 17–36. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02571-7_2.

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Bauer, Johannes, Martin Gartmeier, and Anne B. Wiesbeck. "Assessment Through Simulated Conversations: Applications in Medical and Teacher Education." In Handbook of Vocational Education and Training, 1–18. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_86-1.

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Bauer, Johannes, Martin Gartmeier, and Anne B. Wiesbeck. "Assessment Through Simulated Conversations: Applications in Medical and Teacher Education." In Handbook of Vocational Education and Training, 1371–87. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_86.

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Palmer, Tim. "Deconstructing and re-imagining repertoire in music teacher training." In Creative Teaching for Creative Learning in Higher Music Education, 132–50. [2016] | Series: SEMPRE studies in the psychology of music: Routledge, 2016. http://dx.doi.org/10.4324/9781315574714-11.

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Keogh, Brenda, Stuart Naylor, Max de Boo, and Rosemary Feasey. "Formative Assessment Using Concept Cartoons: Initial Teacher Training in the UK." In Research in Science Education - Past, Present, and Future, 137–42. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/0-306-47639-8_18.

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Bernard, Rhoda. "Disciplinary Discord: The Implications of Teacher Training for K–12 Music Education." In Discourse and Disjuncture between the Arts and Higher Education, 53–73. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-55243-3_3.

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Leong, Samuel. "Creative Arts Research Assessment and Research Training in Hong Kong." In Research and Research Education in Music Performance and Pedagogy, 151–67. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7435-3_11.

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Bernard, Cara Faith, and Joseph Michael Abramo. "Assessment." In Teacher Evaluation in Music, 143–74. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190867096.003.0007.

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This chapter explores how music teachers may assess students in ways unique to music education while remaining open to using the components of teacher evaluation to improve their assessment practices. First, the chapter reviews how assessment is commonly part of teacher evaluation. Second, it briefly covers some critiques of the assessment aspects of teacher evaluation. Third, the chapter defines some common vocabulary and tenets used in assessment. These include assessment, evaluation, measurement, validity, triangulation, data, and formative and summative assessments. This vocabulary may help music teachers work through these critiques of assessment. Finally, the chapter provides specific ways music teachers might apply assessment vocabulary and tenets to the assessment components of teacher evaluation. This includes when teachers are required to create the assessments alone or in a group and when assessments are chosen or mandated by the district or state. Sample assessments are included in the chapter.
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"CALL Teacher Education for Online Environments." In Online World Language Instruction Training and Assessment, 21–44. Georgetown University Press, 2021. http://dx.doi.org/10.2307/j.ctv1sfsdj2.7.

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"Music Teacher Training to Build a Musical Community." In Transforming Music Education in P-12 Schools and the Community, 219–38. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2063-5.ch010.

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This chapter describes how pre-service teachers and future music teachers facilitate peer learning and collaboration in their teacher training courses. This chapter first introduces a case that every student in a Japanese teacher training course learns composition independently and collaboratively. Collaboration involves the mixture of peer-to-peer learning, hands-on one-on-one instruction, and group learning that can strengthen teacher education programs by offering a variety of interactive opportunities. The chapter also introduces a school-wide and local community collaboration among university, elementary school, kindergarten, and community to create a large musical show. Finally, in the chapter, the concluding one, one of the main purposes of music education is to build musical communities to learn from each other and to share musical enjoyment with different individuals. In essence, music is the best way to build a community. For an ideal music teacher training, it is essential for future teachers to become able to collaborate musically and to build collegial relationships with other fellows to learn from the differences.
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Conference papers on the topic "Assessment in teacher training for music education"

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Jegede, Philip. "Assessment of Nigerian Teacher Educators’ ICT Training." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3337.

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The study examines the nature and impact of ICT trainings received by teacher educators in Southwestern Nigeria teacher training institutions. Four hundred and sixty nine teacher educators participated in the study by responding to three research instruments. The instruments enquired information on ICT training background, competence and use level of teacher educators. Data were analyzed using descriptive statistics, one-way ANOVA and Chi-square. Result showed that more than half of the educators had been exposed to one form of ICT training or the other. But trainings had hardly included the use of ICT in instruction. Most of those trained received their training directly from the institution. Educators preferred mostly the inclusion of software skills on teachers’ ICT training curriculum. It was also found that training delivery has no varying effect on basic ICT skills.
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Zabbarova, Margarita M., Irma R. Levina, Elena A. Moroz, and Tatyana I. Politaeva. "Digital Electronic Space as the Foundation of Music Teacher Training." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e2869.

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Spagnolo, Camilla, Rita Giglio, Sabrina Tiralongo, and Giorgio Bolondi. "Formative Assessment in LDL: A Teacher-training Experiment." In 13th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010496006570664.

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Hincu, Ionela. "Musical-interpretative skills and their role in teacher music education training." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p274-277.

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This article reflects the professional and moral values of the Music Education teacher: abilities, skills, aptitudes, organisational skills, and abilities, etc. that have a special place in the formation of pedagogical mastery. Performing activity reinforces the teacher’s authority as a propagandist musician of all that is best, transforming him or her into a genuine teacher of the 21st century. Thus, in the training of the Music Education teacher, the mutual relationship between the vocal, instrumental, vocal-instrumental performance and musical-theoretical knowledge is of great importance.
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Saneleuterio, Elia, and M. Begoña Gómez-Devís. "COLLABORATIVE WRITING AND ASSESSMENT IN LINGUISTIC AND TEACHER TRAINING." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2032.

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Kurniawati, Leli, and Yudi Sukmayadi. "Training of Teaching Music and Movement Competency for the Early Childhood Teacher." In Proceedings of the International Conference on Arts and Design Education (ICADE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icade-18.2019.67.

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Nurgayanova, Nelya, Svetlana Karkina, and Juanjo Mena. "Some Aspects of Vocal Training of the Future Music Teacher in a Bilingual Environment through the Elements of Moodle." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0469.

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Cahyanti, Tiara, Sukarmin Sukarmin, and Ashadi Ashadi. "Needs Analysis for Development Authentic Assessment Oriented NGSS." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.60.

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Zemlyanskaya, Elena N. "Formative Assessment Of Educational Achievements Of Students In Primary Education: Teacher Training." In 9th International Conference on Cognitive - Social, and Behavioural Sciences (icCSBs 2020). European Publisher, 2020. http://dx.doi.org/10.15405/epes.20121.10.

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Wulandari, Yosi, and Wachid Purwanto. "Old Literature Learning Strengthens the Character of Prospective Teachers (Needs Assessment Analysis)." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.88.

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Reports on the topic "Assessment in teacher training for music education"

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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