Hong Kong kindergarten teachers' professional development needs in music education: Does teaching experience matter?

Hong Kong kindergarten teachers' professional development needs in music education: Does teaching experience matter?

• Bautista Arellano, Alfredo The Education University of Hong Kong
• Wong, Joanne The Education University of Hong Kong
• Ho, Yan Lam The Education University of Hong Kong

American Educational Research Association Annual Meeting (AERA 2022) (2022: San Diego, US)

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

Research shows that kindergarten teachers require support to enhance the way they teach music to children. However, little is known about the professional development (PD) needs of teachers with different profiles. Drawing on survey data from 1,019 Hong Kong kindergarten teachers, we compared the music-specific PD needs of beginning, experienced, and advanced teachers focusing on PD content, facilitators, formats, and activities. Participants demanded PD: (1) centered on how to foster children’s musical creativity via theme-based activities; (2) facilitated by experts in pedagogy and music performance, (3) conducted as workshops and mentoring sessions; and (4) focused on observation, skill acquisition, and practice. Significant differences were found across groups, which indicates that teaching experience must be carefully considered when designing responsive PD. Copyright © 2022 AERA.

Paper presented at American Educational Research Association Annual Meeting (AERA 2022), San Diego, US.

• English

Conference Papers

https://bibliography.lib.eduhk.hk/bibs/dad150e0

2022-11-03