Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22907
Full metadata record
DC FieldValueLanguage
dc.contributor.authorBautista, Alfredoen
dc.contributor.authorToh, Guo Zhengen
dc.contributor.authorWong, Joanneen
dc.date.accessioned2021-05-04T07:13:56Z-
dc.date.available2021-05-04T07:13:56Z-
dc.date.issued2018-
dc.identifier10.1177/1029864916678654-
dc.identifier.citationBautista, A., Toh, G.-Z., & Wong, J. (2018). Primary school music teachers’ professional development motivations, needs, and preferences: Does specialization make a difference? Musicae Scientiae, 22(2), 196–223. https://doi.org/10.1177/1029864916678654en
dc.identifier.issn1029-8649 (print)-
dc.identifier.issn2045-4147 (online)-
dc.identifier.urihttp://hdl.handle.net/10497/22907-
dc.descriptionThis is the final draft, after peer-review, of a manuscript published in Musicae Scientiae. The published version is available online at https://doi.org/10.1177/1029864916678654en
dc.description.abstractThere is widespread agreement that one-size-fits-all professional development (PD) has limited potential to foster teacher learning and that PD should be ‘responsive’ to the demands of teachers with different profiles. The purpose of this exploratory study was to analyze the PD motivations, needs, and preferences of Singapore primary school music teachers according to their level of specialization in music education. This variable has been relatively unexplored within the field of music-teacher PD. A nationwide survey was run to collect the data. Participants were 286 primary music teachers (about 40% of the entire population), who were split into three groups based on their music education background (Major = 113, Minor = 64, Generalist = 109). Findings indicated that the three groups of teachers had different motivation levels to participate in music-specific PD (e.g., generalists being the least motivated), various needs for further training (e.g., music education majors being the most interested in improving their music content knowledge), and different preferences regarding PD providers and learning formats (e.g., generalists preferring to learn from other fellow colleagues within informal settings). We concluded that the level of specialization in music education plays a major role in determining teachers’ PD motivations, needs, and preferences. This study has the potential to inform the design of more responsive PD initiatives.en
dc.description.urihttps://doi.org/10.1177/1029864916678654-
dc.language.isoenen
dc.subjectMotivationsen
dc.subjectNeedsen
dc.subjectPreferencesen
dc.subjectPrimary school music teachersen
dc.subjectResponsive professional developmenten
dc.subjectSpecializationen
dc.subjectTeacher professional developmenten
dc.titlePrimary school music teachers’ professional development motivations, needs, and preferences: Does specialization make a difference?en
dc.typeArticleen
dc.description.projectOER 02/14 AA-
dc.grant.idEducation Research Funding Programme (ERFP)en
dc.grant.fundingagencyMinistry of Education, Singaporeen
Appears in Collections:Journal Articles
Files in This Item:
File Description SizeFormat 
MS-22-2-196.pdf745.19 kBAdobe PDFThumbnail
View/Open
Show simple item record

Page view(s)

9
checked on May 15, 2021

Download(s)

2
checked on May 15, 2021

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.