Improvement in Instructional Strategies for Teaching Music through Micro-Teaching Using Audio/Visual Equipment in a Demonstration Classroom by Undergraduates Majoring in Elementary Education.

Autor/in	Gee, Jerry Brooksher
Titel	Improvement in Instructional Strategies for Teaching Music through Micro-Teaching Using Audio/Visual Equipment in a Demonstration Classroom by Undergraduates Majoring in Elementary Education.
Quelle	(1990), (11 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Audiovisual Aids; Classroom Observation Techniques; Demonstration Programs; Education Majors; Elementary Education; Higher Education; Instructional Improvement; Longitudinal Studies; Microteaching; Music Education; Music Teachers; Preservice Teacher Education; Student Teacher Attitudes; Teaching Methods; Undergraduate Students; Videotape Recordings + Suchen Sie Ihr Suchwort? Audiovisuelles Medium; Elementarunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsqualität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study assessed perceptions of 564 undergraduate elementary education majors enrolled in a music education course--Music for the Elementary Classroom--at Nicholls State University in Thibodaux (Louisiana) that involved microteaching using audiovisual equipment. The instructor's observations were also assessed in this 7-year study, which was conducted between the 1983 academic spring semester and the 1989 academic fall semester. The purpose of this study was to formulate a learning environment that is more conducive to teaching undergraduate elementary education majors effective strategies for teaching classroom music. Nearly all (96%) of the student subjects were women, and 80% were seniors. The audiovisual experiences were provided via videotapes. Demonstration classes of elementary school students, each taught by two participating student teachers were videotaped by other participating students. Data were gathered from students via formal written essays and formal discussions based on checklists. Results indicate that the program resulted in considerable improvement in the instructional strategies of undergraduates enrolled in the program. Student teacher improvement included improvement in procedures used, confidence and poise gained, communication skills, pace or tempo in delivery, use of verbal and non-verbal cues, and movement about the classroom while teaching. (TJH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC