In recent years, increasing numbers of students have chosen to enroll in degree programs that include an online component. The purpose of this study was to explore music teachers’ perceptions about how their beliefs and practices changed as a result of their participation in an online music education graduate degree program, as well as whether or not online coursework met the professional development needs of the enrolled students. The authors interviewed nine graduates of an online master’s degree program. Interview questions explored participants’ various backgrounds and how the online program affected the participants on a professional level in their own teaching situation. Themes that emerged from the data included empowerment, diversity, relevance, flexibility, and support systems. The data revealed that online graduate education can be a rigorous and transformative form of professional development for teachers.
Kos, Ronald P. and Goodrich, Andrew
"Music Teachers’ Professional Growth:
Experiences of Graduates from an Online Graduate Degree Program,"
Visions of Research in Music Education: Vol. 22, Article 5.
Available at: https://opencommons.uconn.edu/vrme/vol22/iss1/5