Gotowe bibliografie tematyczne / Music teachers

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  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Music teachers”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 25 lipca 2025

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Artykuły w czasopismach na temat "Music teachers"

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Okay, H. Hakan. "The views of music teachers and music teacher candidates about value training." International Journal of Academic Research 6, no. 2 (2014): 92–102. http://dx.doi.org/10.7813/2075-4124.2014/6-2/b.15.

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kizi, Rakhimova Aziza Egambergan. "Methodology of Teaching Music Folklore for Music Teachers." European International Journal of Pedagogics 5, no. 5 (2025): 81–83. https://doi.org/10.55640/eijp-05-05-18.

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This article analyzes the methodology of teaching musical folklore in the process of training music teachers, its scientific and theoretical foundations, content and practical application. Effective methods of forming professional competence of future teachers, developing aesthetic taste and educating in the spirit of respect for national culture by integrating folklore samples based on folk oral traditions into music education are highlighted. At the same time, the article presents methodological recommendations on the use of lesson plans based on folk music, interactive methods and modern pe
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Nurtug, Bariseri Ahmethan, and Bahar Yigit Vahide. "Preservice music teachers` perception of their music teachers." Educational Research and Reviews 12, no. 7 (2017): 432–41. http://dx.doi.org/10.5897/err2017.3153.

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Djumaboyeva, M. "PEDAGOGICAL SKILLS OF MUSIC TEACHERS." American Journal Of Social Sciences And Humanity Research 4, no. 1 (2024): 150–54. http://dx.doi.org/10.37547/ajsshr/volume04issue01-24.

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This article talks about the importance of improving the professional-pedagogical skills of music teachers and professional competence, which is one of its branches. Today, in establishing the effectiveness of music teachers' activities and pedagogical activities, first of all, the importance of pedagogical skills and the possession of the types of competences necessary in each pedagogical process has been highlighted.
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Han, Jungmin Grace. "Korean Preservice Music Teachers’ Perceptions of Portfolio-based Teacher Education: A qualitative study." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 19 (2023): 581–91. http://dx.doi.org/10.22251/jlcci.2023.23.19.581.

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Objectives This qualitative study aimed to examine Korean preservice music teachers’ perceptions of portfo-lio-based teacher education.
 Methods A focus group interview along with an open-ended survey was executed with five preservice music teachers who were enrolled in the same portfolio-based music history education course at a graduate school of education in Seoul, Korea. The collected data were transcribed in Korean, translated it into English, and then in-ductively analyzed.
 Results The findings show as follows. First, all the participants have rarely experienced portfolio-base
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Cynthia L. Wagoner. "Measuring Music Teacher Identity: Self-Efficacy and Commitment Among Music Teachers." Bulletin of the Council for Research in Music Education, no. 205 (2015): 27. http://dx.doi.org/10.5406/bulcouresmusedu.205.0027.

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Brand, Manny. "Reel Music Teachers: Use of Popular Films in Music Teacher Education." International Journal of Music Education os-38, no. 1 (2001): 5–12. http://dx.doi.org/10.1177/025576140103800102.

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Hess, Juliet. "Troubling Whiteness: Music education and the “messiness” of equity work." International Journal of Music Education 36, no. 2 (2017): 128–44. http://dx.doi.org/10.1177/0255761417703781.

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At the elementary level, White, female music teachers largely populate music education. In the diverse schools of Toronto in Canada, teachers navigate their White subjectivities in a range of ways. My research examines the discourses, philosophies, and practices of four White, female elementary music educators who have striven to challenge dominant paradigms of music education. Their practices include critically engaging issues of social justice, studying a broad range of musics, and emphasizing contextualization. In many ways, these teachers interrupt the Eurocentric paradigm of music educati
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Kos, Ronald P. "Becoming music teachers: preservice music teachers’ early beliefs about music teaching and learning." Music Education Research 20, no. 5 (2018): 560–72. http://dx.doi.org/10.1080/14613808.2018.1484436.

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Fang, Lin, Chiew Hwa Poon, and Ku Wing Cheong. "Pre-service music teachers’ satisfaction with the teacher education curriculum in northern China." International Journal of Education and Practice 12, no. 3 (2024): 667–83. http://dx.doi.org/10.18488/61.v12i3.3747.

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Pre-service music teachers’ satisfaction with the curriculum has implications for student learning and curriculum development. It is necessary to investigate pre-service music teachers’ satisfaction with the curriculum to help universities respond to changing social needs. However, there is lack of empirical studies on this topic in China. This study aims to explore the degree of satisfaction of pre-service music teachers in northern China with the curriculum to reveal the current challenges and issues in music teacher education. For this, a quantitative statistical method was adopted to condu
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Rozprawy doktorskie na temat "Music teachers"

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Ballantyne, Julie. "Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16074/1/Julie_Ballantyne_Thesis.pdf.

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The quality of teaching occurring in schools is directly linked to the quality of preservice preparation that teachers receive (Darling-Hammond, 2000). This is particularly important in the area of music teacher education, given the unique challenges that classroom music teachers commonly face (Ballantyne, 2001). This thesis explores early-career music teachers' perceptions of the effectiveness of their preservice teacher education programs in Queensland. It also explores influences impacting upon early-career music teachers' perceptions of effectiveness and early-career music teachers' perc
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Ballantyne, Julie. "Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16074/.

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The quality of teaching occurring in schools is directly linked to the quality of preservice preparation that teachers receive (Darling-Hammond, 2000). This is particularly important in the area of music teacher education, given the unique challenges that classroom music teachers commonly face (Ballantyne, 2001). This thesis explores early-career music teachers' perceptions of the effectiveness of their preservice teacher education programs in Queensland. It also explores influences impacting upon early-career music teachers' perceptions of effectiveness and early-career music teachers' perc
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Johnson, Sherry Anne. "High-school music teachers' meanings of teaching world musics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22326.pdf.

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Cain, Timothy. "Mentoring trainee music teachers." Thesis, University of Southampton, 2006. https://eprints.soton.ac.uk/192637/.

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This study analyses the relationships between Secondary school music trainee teachers and the mentors who are primarily responsible for training them to teach music. The methodology was an in-depth collective case study of a sample of trainee music teachers and their mentors, adopting primarily the methods of non-participant observations and interviews. The study is located within a review of pertinent theories of mentoring and an analysis of empirical research. This analysis compares studies of ITT mentoring in different contexts, and demonstrates that, despite the diversity of mentoring prac
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Mason, Lindsey Lea. "Teacher Communication in Title I Elementary Music Classrooms: Perceptions of Elementary Music Classroom Teachers." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407827/.

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The increasing cultural diversity in the United States has brought not only richness, but also complex challenges, to various segments of American society, particularly with regard to public schools. As the student population continues to diversify while teacher population remains predominately White, female, and middle class, teacher awareness in the classroom might be an integral piece to assist students marginalized by stereotypes in feeling more empowered in the school community. Through qualitative data collection and analysis, and framed by Basil Bernstein’s language code theory, this s
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Cusano, Janice M. "Music specialists' beliefs and practices in teaching music listening /." Electronic version Electronic version, 2004. http://wwwlib.umi.com/dissertations/fullcit/3209909.

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Thesis (Ph. D.)--Indiana University, 2004.<br>Computer printout. Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0878. Adviser: Mary Goetze. Includes bibliographical references (leaves 205-223), abstract, and vita.
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Owen, Remington Carson Harrison. "Finding The Gaps: Lecturers' Perceptions on the Preparedness of Preservice Music Teachers." Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/21579.

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This thesis provides views of lecturers directly involved in the training of preservice music teachers, views previously absent from research. The scope of data collected included lecturers’ perceptions of particular strengths and weaknesses in preservice music teachers, factors that lecturers attribute weaknesses to, how gaps in knowledge and skills can be addressed, gaps within initial music teacher education programs and how to address those gaps within programs. Interviews were conducted with 7 lecturers across Australia who are directly involved in a tertiary music education program. Whil
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Young, Sharon M. "Music teachers' attitudes, classroom environments, and music activities in multicultural music education /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu148794066543544.

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Durst, Melissa Anne. "Assessment of Ohio Music Teachers: Challenges and Implications." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1335757438.

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Holmes, Ivan. "Studio music teachers and public music examinations : the quality interface." Thesis, James Cook University, 2006. https://researchonline.jcu.edu.au/1834/1/01front.pdf.

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The research focuses on quality issues within the private music teaching industry and the public music examination system (PMES). It is clear that there is a schism between the formalized structures and accountabilities of music in the school system and the lack of such structures and accountabilities with the private studio music teaching industry. The Thesis traces the literature documenting the rise of the private music teacher and the accountability rationale implicit in the development of the public music examination system. The dual aims of the research focus on the need to profi
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Książki na temat "Music teachers"

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Froehlich, Hildegard C., and Gareth Dylan Smith. Sociology for Music Teachers. Routledge, 2017. http://dx.doi.org/10.4324/9781315402345.

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Annabel, Carter, ed. The Music teachers' yearbook. Rhinegold Publishing, 1993.

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Winston, Robert W. Music skills for classroom teachers. 7th ed. Wm. C. Brown, 1988.

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Leon, Dallin, ed. Music skills for classroom teachers. 8th ed. W.C. Brown Publishers, 1992.

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Reed, Laura. Publicity handbook for music teachers. Music Teachers National Association, 1989.

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Hoffer, Charles R. Music for elementary classroom teachers. Waveland Press, 2005.

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Winslow, Robert W. Music skills for classroom teachers. 9th ed. McGraw Hill, 2001.

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Starer, Robert. The music teacher. Overlook Press, 1997.

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Lane, David H. A book for music teachers: Music, mind, and self. T. Presser Co., 1987.

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Marie, Conway Colleen, and MENC, the National Association for Music Education (U.S.), eds. Great beginnings for music teachers: Mentoring and supporting new teachers. MENC, the National Association for Music Education, 2003.

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Części książek na temat "Music teachers"

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Standen, John. "Music." In Handbook for History Teachers. Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-63.

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Leslie, Orrey. "Music." In Handbook for History Teachers. Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-176.

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Standen, John. "Music and History." In Handbook for History Teachers. Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-100.

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Mateiro, Teresa. "Preparing Music Teachers in Brazil." In Educating Music Teachers for the 21st Century. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-503-1_7.

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Aróstegui, José Luis. "Music vs. Education." In Educating Music Teachers for the 21st Century. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-503-1_8.

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Mariguddi, Anna. "The professional journeys of music teachers." In Debates in Music Teaching, 2nd ed. Routledge, 2025. https://doi.org/10.4324/9781003439578-26.

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Bertagnolli, Paul. "The Collection and Eddie's Teachers." In Edward MacDowell’s European Piano Music. Routledge, 2024. http://dx.doi.org/10.4324/9781003108733-2.

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Aróstegui, José Luis. "Evaluating Music Teacher Education Programmes." In Educating Music Teachers for the 21st Century. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-503-1_1.

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Laucirica, Ana. "Evaluating Music Teacher Education Programmes." In Educating Music Teachers for the 21st Century. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-503-1_4.

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Melo, Rui B., Filipa Carvalho, and Ana Delgado. "Beyond the Pleasures of Music: Are Music Teachers at Risk?" In Advances in Intelligent Systems and Computing. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41929-9_31.

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Streszczenia konferencji na temat "Music teachers"

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Žnidaršič, Jerneja, and Meta Kobal. "MUSIC TEACHERS' ATTITUDES TOWARDS COLOUR NOTATION IN ELEMENTARY SCHOOL." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0632.

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Stramkale, Ligita. "Music Teachers’ Job Satisfaction During the COVID-19 Pandemic." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.36.

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The COVID-19 pandemic has radically changed the nature of the music teacher’s job. The aim of the study is to determine music teachers’ job satisfaction on four study scales – emotional well-being, social involvement, self-expression and achievement orientation. The following research questions were raised: RQ1: At what level do music teachers assess each of the study scales that describe job satisfaction? RQ2: Is there a statistically significant correlation between music teachers’ job satisfaction during the COVID-19 pandemic and their emotional well-being, social involvement, self-expressio
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Stramkale, Ligita. "The Impact of Covid-19 Pandemic on Music Education: A Review of the Literature." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.61.

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The study topicality is related to the impact of the Covid-19 pandemic on music education in various educational institutions worldwide. This literature review aimed to summarize and identify current issues related to music education during the Covid-19 pandemic. The study used publications available in the Sage Journal database and published in the last three years (2020-2022). The study addressed three research questions. RQ1: What teaching modes adopted during the Covid-19 pandemic in music education are mentioned in studies, and for what purposes are music teachers using digital tools? RQ2
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Bořek ml., Lubor. "Platforma Charanga – užitečný nástroj k podpoře výuky (nejen) hudební nauky na ZUŠ a hudební výchovy na ZŠ." In Musica viva in schola. Masaryk University Press, 2023. http://dx.doi.org/10.5817/cz.muni.p280-0272-2023-14.

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Charanga is a digital online platform the purpose of which is to support the work of teachers of music theory in elementary art schools and music teachers in lower and upper primary schools. It brings extensive possibilities for creative teachers in the subjects of music theory (elementary art schools) and music (lower and upper primary schools) in providing high-quality content which is entertaining and inspiring at the same time. In addition to a ready-made scheme, several multimedia encyclopaedias, a number of interactive music applications, a variety of listening materials and other conten
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Zitkeviciene, Daiva, and Ona Monkeviciene. "Music Teachers’ Communication Ways Helping Preschool Children to Engage with Learning Objects and to Explore their Critical Aspects." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.75.

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This article aims to reveal the variation-theory-grounded ways that music teachers use to communicate with pre-school children and direct their attention to learning objects (sounds of music) and the critical aspects of learning objects (music sound qualities) while listening to music. Variation theory is a novel didactic approach in the musical education of pre-school children. A learning study based on the theory of variation as a phenomenographic approach and a strategy for a lesson study as a form of participatory action research were employed. While conducting the empirical research, atte
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Conway, Colleen. "Profiles of Veteran Music Teachers." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1681711.

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Arrington, Nancy McBride. "Examining Preservice Teachers’ Self-Efficacy for Enhancing Literacy of Diverse Learners through Music." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5415.

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The sense of efficaciousness for teaching diverse learners was examined with twenty-four pre-service teachers concurrently enrolled in a junior-level Creative Arts methods course and a field experience course with placements in K-2 general education classrooms. The pre-service teachers participated in music and literacy activities in their university class, then planned and implemented standards-based music activities in literacy lessons with their young students. Both quantitative and qualitative data were collected, including a teacher self-efficacy scale, an attitude survey, written reflect
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Grkić Ginić, Jelena. "Student Teachers’ Music Competences Acquired in Initial Class Teacher Education." In PROFESSIONAL COMPETENCES FOR TEACHING IN THE 21ST CENTURY. Faculty of Education in Jagodina, 2020. http://dx.doi.org/10.46793/pctja.19.204g.

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Chen, Junyi. "On the Expectation of Music Teachers in Music Psychology Education." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.110.

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Shriki, Atara, and Ilana Lavy. "QUALIFYING MATHEMATICS TEACHERS TO DESIGN INTERDISCIPLINARY LEARNING ACTIVITIES OF MATHEMATICS AND MUSIC." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end099.

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"Interdisciplinary learning of mathematics and arts is often acknowledged as supporting the development of students' problem-solving skills, encouraging student involvement in learning, and fostering students' creativity. However, for teachers to acknowledge the benefits of interdisciplinary learning of mathematics and arts, and express willingness to apply it in their classrooms, they must first experience such learning for themselves. To that end, they have to take part in dedicated training courses. The study described in this paper followed the experience of twenty-seven elementary school
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Raporty organizacyjne na temat "Music teachers"

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Havrilova, Liudmyla H., Olena Ye Ishutina, Valentyna V. Zamorotska, and Darja A. Kassim. Distance learning courses in developing future music teachers’ instrumental performance competence. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3265.

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The scientific and methodological background of creation and development of the distance learning courses for the future music teachers is substantiated. The components and structure of future music teachers’ instrumental performance competence are defined; the content of the course is revealed. The materials are based on the authors’ teaching experience within the distance learning course “Basic Musical Instrument (Piano)”. The main blocks of the distance course design and development are considered among them to be theoretical, practical, individual work, and control blocks. The specificity
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Nyman, Matt, Nancy Staus, and Martin Storksdieck. Science and Art Teaching Practices for Oregon Elementary Teachers: Results of a Landscape Survey. Oregon State University, 2023. http://dx.doi.org/10.5399/osu/1163.

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An Evaluation Report for the Oregon Department of Education. In collaboration with classroom teachers and WRAP personnel we developed and implemented a survey to collect baseline data on the science and arts teaching practices for ALL elementary teachers. This included “regular” classroom teachers (those teachers with an assigned physical classroom and set of students), art teachers, music teachers, PE teachers and other educators or administrators. In December 2022 we recruited three (3) elementary teachers to assist us in survey development, in particular framing questions around frequency o
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Kiv, Arnold E., Vladyslav V. Bilous, Dmytro M. Bodnenko, Dmytro V. Horbatovskyi, Oksana S. Lytvyn, and Volodymyr V. Proshkin. The development and use of mobile app AR Physics in physics teaching at the university. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4629.

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This paper outlines the importance of using Augmented Reality (AR) in physics education at the university as a valuable tool for visualization and increasing the attention and motivation of students to study, solving educational problems related to future professional activities, improving the interaction of teachers and students. Provided an analysis of the types of AR technology and software for developing AR apps. The sequences of actions for developing the mobile application AR Physics in the study of topics: “Direct electronic current”, “Fundamentals of the theory of electronic circuits”.
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Haddad, Joanne. Reproduction of 'Good Reverberations? Teacher Influence in Music Composition since 1450'. Social Science Reproduction Platform, 2022. http://dx.doi.org/10.48152/ssrp-4zww-p927.

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Methodological recommendations in pedagogical work on the implementation of the educational process model using interactive resources in preschool education. SIB-Expertise, 2024. http://dx.doi.org/10.12731/er0822.09092024.

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THE SATURATION OF EDUCATIONAL ORGANIZATIONS WITH TECHNICAL MEANS AND THE LACK OF THE NECESSARY LEVEL OF COMPETENCE OF TEACHERS CAUSED A CONTRADICTION BETWEEN THE AVAILABLE TECHNICAL CAPABILITIES OF A NUMBER OF EDUCATIONAL ORGANIZATIONS AND THE DEVELOPMENT OF METHODOLOGICAL AND PEDAGOGICAL TOOLS FOR USING INTERACTIVE RESOURCES IN THE EDUCATIONAL PROCESS. THE SCIENTIFIC NOVELTY LIES IN THE DEVELOPMENT OF NEW METHODS OF USING INTERACTIVE RESOURCES IN THE EDUCATIONAL PROCESS OF PRESCHOOL INSTITUTIONS. THE PRACTICAL SIGNIFICANCE LIES IN THE POSSIBILITY OF USING THE DEVELOPED MODELS, METHODS AND REC
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Możesz być także zainteresowany rozszerzonymi bibliografiami na temat „Music teachers” dla poszczególnych typów źródeł:
Artykuły w czasopismach Rozprawy doktorskie Książki
Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!

Do bibliografii