Appreciative Teaching Practices in Music Therapy Education

Autor/in	Ravaglioli, Raquel C.
Titel	Appreciative Teaching Practices in Music Therapy Education
Quelle	(2022), (173 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Ohio University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-5128-4
Schlagwörter	Hochschulschrift; Dissertation; Music Therapy; College Faculty; Undergraduate Study; Teacher Certification; Teaching Methods; Educational Practices + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Musiktherapie; Fakultät; Grundstudium; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis
Abstract	Currently there are 85 schools that offer a bachelor's degree in Music Therapy and 243 full-time faculty in the United States (American Music Therapy Association, 2022). To be eligible to teach as a full time, undergraduate, music therapy faculty, the American Music Therapy Association (AMTA) requires at least a master's degree and three years of clinical experience. However, education in pedagogical techniques is not currently required. In the broader field of higher education, a vast amount of literature is published about effective teaching methods including student-centered learning and appreciative approaches. Music therapy pedagogues have identified general teaching methods and approaches and instructors may be applying effective teaching approaches. However, there is minimal evidence for specific techniques how these approaches and techniques are being implemented. Therefore, this dissertation is a qualitative case study that investigated effective teaching practices of undergraduate music therapy faculty and how those practices were learned. Literature pertaining to faculty teaching practices and learning these practices in higher education, in addition to appreciative approaches, support the findings from this study. Through data collection from interviews, observations, and artifacts, the findings indicated that effective teaching practices in music therapy were overall student-centered, and that faculty currently teach the way they were taught, through observation and experience. One significant discovery was that all faculty taught within an appreciative framework. Based on the findings, implications are discussed to address the future of music therapy education and clinical training for students as well as how educators are taught. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01