a case study of a preservice music teacher
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A. Garcia/Comprehensive Examination
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&"3
Theoretical Model of Preservice
Music Teacher Effectiveness
Least
Effective
More
Effective
Introverted Teaching Behavior Introspection and self-doubt leading to
vagueness of objectives (kept
locked within).
Slow pacing and lack of cleardirection in lesson.
Personal factors such as shyness andmellowness .
Distracted and/or intimidated bystudent social agenda.
Extroverted Teaching Behavior Objectives publicly displayed or
shared.
Student needs acknowledged andaddressed.
Using student responses to gauge nextsteps in lesson.
High confidence in ability to teach On task teaching where lessons are
conceptually grounded and adhered to.
Brisk pacing yielding feeling of a clearlearning agenda.
(Brand, 1984)Effective music teachers
tend to be extroverted, enthusiastic, and
care sincerely for their students.
Large Group Instruction Attempts to address the class as
opposed to individuals.
Small Group Instruction Individual connection and focus on
independent student needs.
Varied Instrumentation Teaching a variety of instrument
families (ie..woodwind, brass,
percussion)
Teaching a variety of transposinginstruments in one setting.
Homogeneous Instrumentation Teaching one instrument family in one
setting and/or teaching instruments
similar to students major instrument.
Teaching Instruments with like KeySignatures
Material not covered in
University program Secondary methods Pedagogy Trombone, etc.. Instrument repair
Material covered in
University program Flute, etc.. Music Theory Major Instrument
Fig. 1. Factors contributing to the effectiveness of instruction by Samantha, a music student
teacher.