A Longitudinal Study of Preservice Music Teacher Development: Application and Advancement of the Fuller and Bown Teacher-Concerns Model. (April 2013)

• Record Type: Journal Article
• Authors: Miksza, Peter; Berg, Margaret H.
• Is Part Of: Journal of research in music education. Volume 61:Number 1(2013)
• Page Start: 44
• Page End: 62
• Publication Date: 2013-04
• Subjects: teacher education -- teacher concerns -- teacher development; Music -- Periodicals; Music -- Instruction and study -- United States -- Periodicals; 780.71
• DOI: 10.1177/0022429412473606
• Languages: English
• ISSNs: 0022-4294

Abstract

The purpose of this study was to investigate the development of preservice music teachers' concerns using Fuller and Bown's model. Participants were 8 instrumental teachers who participated in the previous Berg and Miksza (2010) study. Data sources included goals essays, journals, a midterm growth plan, and teaching observation reports with accompanying lesson plans that were collected over a 1.5-year period. The participants expressed less concern for self-survival and more concern for making an impact on students as time progressed from their junior-level practicum experience to the end of student teaching. Concerns regarding basic competencies and professionalism ultimately gave way to specific contextual aspects of the participants' teaching placements and more nuanced instructional issues. Results indicated that the focus of the participants' concerns also was greatly affected by their teaching context. Implications for music teacher preparation as well as extensions of Fuller and Bown's model are discussed.