A Case Study of A Preservice Music Teacher

8/14/2019 A Case Study of A Preservice Music Teacher

1/35

A. Garcia/Comprehensive Examination

Field Study Paper

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Theoretical Model of Preservice

Music Teacher Effectiveness

Least

Effective

More

Effective

Introverted Teaching Behavior Introspection and self-doubt leading to

vagueness of objectives (kept

locked within).

Slow pacing and lack of cleardirection in lesson.

Personal factors such as shyness andmellowness .

Distracted and/or intimidated bystudent social agenda.

Extroverted Teaching Behavior Objectives publicly displayed or

shared.

Student needs acknowledged andaddressed.

Using student responses to gauge nextsteps in lesson.

High confidence in ability to teach On task teaching where lessons are

conceptually grounded and adhered to.

Brisk pacing yielding feeling of a clearlearning agenda.

(Brand, 1984)Effective music teachers

tend to be extroverted, enthusiastic, and

care sincerely for their students.

Large Group Instruction Attempts to address the class as

opposed to individuals.

Small Group Instruction Individual connection and focus on

independent student needs.

Varied Instrumentation Teaching a variety of instrument

families (ie..woodwind, brass,

percussion)

Teaching a variety of transposinginstruments in one setting.

Homogeneous Instrumentation Teaching one instrument family in one

setting and/or teaching instruments

similar to students major instrument.

Teaching Instruments with like KeySignatures

Material not covered in

University program Secondary methods Pedagogy Trombone, etc.. Instrument repair

Material covered in

University program Flute, etc.. Music Theory Major Instrument

Fig. 1. Factors contributing to the effectiveness of instruction by Samantha, a music student

teacher.

Documents

A Case Study of A Preservice Music Teacher