A cross‐cultural comparison of teachers' expressed beliefs about music education and their observed practices in classroom music teaching

A cross‐cultural comparison of teachers' expressed beliefs about music education and their observed practices in classroom music teaching

• Wong, Marina W. Dept. of Education Studies, Hong Kong Baptist University

Teachers and Teaching: Theory and Practice, 11(4), 397-418, 2005

Routledge

2005

• P Social Context of Education
  • PB Comparative Education
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts
    • GFC Teaching Methods & Their Outcomes
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• A Human Growth & Development
  • AE Socioeconomic & Cultural Differences, Class & Family Background

Foreign Countries Music Teachers Teaching Methods Interviews Classroom Observation Techniques Elementary School Teachers Teacher Attitudes Music Music Education Class Activities Learning Activities Cross Cultural Studies Comparative Analysis British Columbia (Vancouver) Hong Kong Canada Elementary Schools Music -- Instruction & Study Education -- Curricula Educational Sociology Teaching, Learning, and Testing

• Hong Kong

• 1997.7 onwards

• Primary Education

Through interviews and observing day-to-day classroom practice, this study explores the beliefs of 10 music teachers in elementary schools in Vancouver and Hong Kong. The results demonstrate that the music teachers of the two localities hold similar cognitive beliefs about the essential elements of music education. However, they hold different beliefs about the value or impact of music education on the psychological or character development of students. Music teachers of Vancouver are found to be more student-centred than their counterparts in Hong Kong, and this is reflected in both the curriculum and activities selected for classroom teaching. Though both groups of teachers place similar emphasis on western music, in Canada more classroom activities are based around the student's personal enjoyment and expression. In Hong Kong, meanwhile, music education is viewed as a means of nurturing the student's temperamental development. While students in Vancouver are allowed to express their personal musical preferences in classroom activities, in Hong Kong students are required to perform according to prescribed standard indicators of success. This is probably linked--albeit invisibly--to Chinese Confucian culture.
[Copyright of Teachers and Teaching: Theory and Practice is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13450600500137182]

• English

Journal Articles

• 13540602

• 10.1080/13450600500137182

https://bibliography.lib.eduhk.hk/bibs/ad4380e2

2010-09-06