The study investigated the effects of choral music teacher experience and background on music teaching style. Relationships between background variables and the effect of music teaching style and background on music festival participation and ratings were also investigated. Secondary choral music teachers (N=473) from a random national sample completed a background survey and the self-rated Music Teaching Style Test. Results showed moderate effects of teacher experience and background on music teaching style and moderate effects of teacher background and music teaching style on choral music festival participation and ratings. Trends across experience levels indicated self-reflective, broadening, interdependent, and deepening stages of development. Components of teacher background related to (a) time and advancement, (b) specialization and gender, and (c) geography and culture were identified. Discussion includes implications for teacher education and inservice training, behavioral and cognitive research, and for a variety of philosophical and curricular issues in music education.
"The Effects of Choral Music Teacher
Experience and Background on Music Teaching Style,"
Visions of Research in Music Education: Vol. 3, Article 2.
Available at: https://opencommons.uconn.edu/vrme/vol3/iss1/2