The Preparation of Music Teacher Educators to Use and Teach Assessment

Preparing to become a music teacher educator is a complex process and one component of this process should be learning to model, demonstrate, and teach assessment practices to preservice music educators. The purpose of this exploratory qualitative study was to discover how, and to what extent, music...

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Bibliographic Details
Published in:Contributions to music education 2019-01, Vol.44, p.145-166
Main Authors: Parkes, Kelly A., Rawlings, Jared R.
Format: Article
Language:English
Subjects:
Adult Basic Education
Adult Students
Careers
Course Descriptions
Educational evaluation
Evaluation Methods
Graduate students
Graduate Study
Higher education
Learning
Methods Courses
Music education
Music Teachers
Preservice Teacher Education
Preservice Teachers
Professional development
Researchers
Student Attitudes
Student Evaluation
Studies
Teacher education
Teacher Education Curriculum
Teacher Educators
Teaching
Teaching Skills
Tenure
Undergraduate Study
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Summary:Preparing to become a music teacher educator is a complex process and one component of this process should be learning to model, demonstrate, and teach assessment practices to preservice music educators. The purpose of this exploratory qualitative study was to discover how, and to what extent, music teacher educators (MTEs) are educated about assessment. A secondary purpose was to uncover whether related concerns or assurances exist within the context of music teacher education for MTEs. Respondents (N = 149) completed a questionnaire designed to determine music teacher educators’ preparation to use and teach assessment. We found that more respondents had experience with assessment preparation at the graduate level, rather than the undergraduate level. Respondents described multiple concerns with the sequence and importance of assessment in their preparation and education experiences. Recommendations for enhancing music teacher educator preparation, specifically with respect to assessment, and suggestions for future research are given.
ISSN:0190-4922