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Developing Dispositions Among Pre-Service and In-Service Music Teachers

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dc.contributor.advisor Wuttke, Brian C Smith, Timothy
dc.creator Smith, Timothy 2018-10-22T01:22:00Z 2018-10-22T01:22:00Z 2017
dc.description.abstract This study provides a multivariate approach to the study music teachers’ beliefs about teaching dispositions. The participants were pre-service and in-service teachers in rural, suburban, and urban settings who taught or planned to teach instrumental music or vocal / general music (N = 2838). With this study the researcher sought to explore whether dispositional beliefs were stronger with more pedagogic knowledge and classroom teaching experience and whether teaching area or locality mattered. Results suggest few statistically significant differences and no practical differences between levels of experience, teaching area, or locality. In fact, mean scores on 87 statements pertaining to dispositions of reflective, caring, responsible, authentic, and responsive showed that ratings actually decreased with the acquisition of pedagogic knowledge and classroom teaching experience.
dc.format.extent 152 pages
dc.language.iso en
dc.rights Copyright 2017 Timothy Smith
dc.subject Music education en_US
dc.subject Dispositions en_US
dc.subject In-Service Music Teachers en_US
dc.subject Multivariate Analysis en_US
dc.subject Music Teacher Effectiveness en_US
dc.subject Pre-Service Music Teachers en_US
dc.subject Teacher Effectiveness en_US
dc.title Developing Dispositions Among Pre-Service and In-Service Music Teachers
dc.type Dissertation Ph.D. Music George Mason University

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