Preschool teachers’ music-specific professional development preferences: Does teaching experience matter?

Preschool teachers’ music-specific professional development preferences: Does teaching experience matter?

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

Research Studies in Music Education, 2023

SAGE Publications

2023

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

Music Education Preferences Preschool Teachers Professional Development Teaching Experience

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

The purpose of this study was to investigate Hong Kong preschool teachers’ music-specific professional development (PD) preferences and analyze the potential differences among teachers with varying levels of teaching experience (beginning, experienced, and advanced). A survey was developed to assess four music-specific PD preferences: content, facilitators, types, and activities/resources. We found that respondents (N = 1,019) preferred PD that was centered on musical creativity and curriculum integration; facilitated by experts in pedagogy and music performance; conducted as short workshops and mentoring sessions; and focused on observation, skill acquisition, and practice. The data also revealed significant differences between beginning, experienced, and advanced teachers and their PD preferences. Beginning teachers showed a higher preference for graduate studies and blended PD. Beginning and experienced teachers were more interested in playing instruments and in learning by observing other teachers. Advanced teachers showed preference for PD focusing on dance and music appreciation. The study shows that teaching experience is a crucial factor for determining preschool teachers’ music-specific PD preferences. Implications include considering teachers’ interests, motivations, and needs while planning and designing PD for preschool teachers. Further research should explore what teachers with different profiles require in specific educational settings. Copyright © 2023 The Author(s).

• English

Journal Articles

• 1321103X

• 10.1177/1321103X221139992

https://bibliography.lib.eduhk.hk/en/bibs/351a9053

2023-06-12