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dc.contributor.authorLo, Ling-Ien_US
dc.date.accessioned2015-04-27T16:48:54Z
dc.date.available2015-04-27T16:48:54Z
dc.date.issued2014
dc.date.submitted2014
dc.identifier.other
dc.identifier.urihttps://hdl.handle.net/2144/11121
dc.descriptionThesis (D.M.A.)--Boston Universityen_US
dc.description.abstractThe purpose of this study was to investigate beginning music teachers' perceptions oftheir music teacher preparation at National Taiwan Normal University (NTNU) regarding the Arts and Humanities field of the Grade 1-9 Curriculum. Research questions focused on discovering the most and least effective components of undergraduate training at NTNU, identifying the missing components that might have helped beginning music teachers begin their profession more effectively, and having graduates involved in program improvement by presenting their recommendations. A descriptive analysis was conducted on the data received from 129 graduates from the music department ofNational Taiwan Normal University (NTNU). Of the 129 respondents, 69 took teacher education courses and were prospective music teachers. However, due to an overabundance of certified teachers in Taiwan, only 27 of the 69 graduates were able to obtain teaching positions. Beginning music teachers' experiences with student teaching, course content (Research in Music Teaching Materials and Methods), and applied music (voice), while in the teacher preparation program, helped prepare them to enter and be successful in the secondary music classroom. On the contrary, theoretical courses and advanced musicianship training were reported disconnected from the actual working experiences of beginning music teachers. The components which beginning music teachers expressed they wished had been taught in the undergraduate training program included teaching methods, classroom management, communication skills, knowledge of subject content (i.e., performing arts), music technology, and the theory of curriculum integration design and practice. In the hope of improving the shortcomings and linking the disconnections between training and work, beginning music teachers recommended the music teacher preparation program at NTNU increase the amount of coursework related to classroom realities, extend student teaching, provide more opportunities for classroom observations as well as professional development, and offer teacher education courses earlier in the program.en_US
dc.language.isoen_US
dc.publisherBoston Universityen_US
dc.titleMusic education reform in Taiwan: beginning music teachers' perceptions of their teacher preparation at National Taiwan Normal Universityen_US
dc.typeThesis/Dissertationen_US
etd.degree.nameDoctor of Musical Artsen_US
etd.degree.leveldoctoralen_US
etd.degree.disciplineMusic Educationen_US
etd.degree.grantorBoston Universityen_US


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