The status of music teacher education in Taiwan, the Republic of China: An application of fuzzy set theory [electronic resource]
說明
251 p
附註
Source: Dissertation Abstracts International, Volume: 59-08, Section: A, page: 2897
Adviser: Eunice Boardman
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1998
The purpose of this study was to determine the perceptions and opinions of school music teachers concerning the status of and the changes necessary in music teacher education in Taiwan, the Republic of China, and to apply this information to establish a set of recommendations for the reform of music teacher education programs. More specifically, this study investigates five critical areas in music teacher education programs: (a) curriculum, (b) early field experience, student teaching, and internships, (c) educational systems/settings for music teacher education programs, (d) requirements of music teacher certification and competencies, and (e) in-service music teacher education programs
A questionnaire, based on the application of Fuzzy Set Theory, was sent to a stratified and randomly-selected sample of public and private elementary, junior high, and senior academic high school music teachers, with a return rate of 72.2% (988/1369). The analysis of data gathered from the respondents was performed on both the total respondent group and sub-groups. Statistical treatment included: (a) a description of the sample using frequency and percentage analysis; (b) mean scores and standard deviations of each item in the questionnaire; (c) independent t-test; and (d) one-way ANOVA and Tukey post hoc test
The major findings of this study included: (1) music specialists with professional music teacher education were in serious shortage at elementary and junior high schools, especially in small-sized schools; (2) the most satisfactory, beneficial, and important courses in the perceptions of all respondents included Applied Music, Chorus, Conducting, and Music Appreciation; (3) the teaching of observing cooperative music teachers was rated as the most beneficial experience for school music teachers; (4) the proportion of music and music education courses needed to be increased in music teacher education programs; (5) field experiences and student teaching should be arranged sequentially and systematically through the four-year music teacher preparation programs; (6) a partnership of music education faculty and school music teachers should be strengthened to promote the positive effect of teaching practice; (7) the criterion of music teacher certification should be established clearly and systematically; (8) more centers of regional in-service teacher workshops and resource and graduate programs in music or music education at colleges should be established to increase the opportunities of continuing education for in-service music teachers
