MARC 主機 00000nam 2200000 a 4500
001 AAI9904409
005 20090710091738.5
008 090710s1998 ||||||||s|||||||| ||eng d
020 9780599017665
035 (UMI)AAI9904409
040 UMI|cUMI
100 1 Chiang, Ming
245 14 The status of music teacher education in Taiwan, the
Republic of China: An application of fuzzy set theory
|h[electronic resource]
300 251 p
500 Source: Dissertation Abstracts International, Volume: 59-
08, Section: A, page: 2897
500 Adviser: Eunice Boardman
502 Thesis (Ph.D.)--University of Illinois at Urbana-Champaign,
1998
520 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
520 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
520 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
590 School code: 0090
650 4 Education, Music
650 4 Education, Elementary
650 4 Education, Secondary
690 0522
690 0524
690 0533
710 2 University of Illinois at Urbana-Champaign
773 0 |tDissertation Abstracts International|g59-08A
856 40 |uhttps://pqdd.sinica.edu.tw/twdaoapp/servlet/
advanced?query=9904409
912 PQDT
