Elementary general music teachers often enter the teaching field with minimal training and field experiences related to teaching students with disabilities (Colwell & Thompson, 2000; Frisque et al., 1994; Gfeller et al., 1990; Hahn, 2010; Hammel, 2001a; Heller, 1994; Salvador, 2010). Many research studies have focused on the preservice preparation for teaching music to students with disabilities, but neglect to examine the ways in which in-service elementary music teachers acquire competency for teaching music to students with disabilities following a deficient teacher preparation program. Thus, examining the how music teachers acquired competency for teaching music to students with disabilities warranted examination.
Using inclusion as a conceptual framework (Adamek & Darrow, 2018), I conducted a phenomenological case study so I might better understand: (a) the lived experience of elementary music teachers for acquiring competency to teach music to students with disabilities, (b) how elementary music teachers reflected Hammel’s (2001b) essential competencies for including students with disabilities in the elementary music classroom, and (c) and how elementary music teachers utilized reflective practice to acquire competency for the instruction of students with disabilities in the elementary music classroom (Schön, 1987).
Three participants were chosen according to their school district of employment, recognition as a music teacher leader, and level of preparedness to include students with disabilities in the elementary general music classroom following completion of their initial teacher preparation program. I interviewed and observed each participant in an inclusive setting. Field notes and interview data were coded, and emergent themes were presented concerning their sources and experiences for acquiring competency for teaching music to students with disabilities and how they reflected identified essential competencies for teaching music to students with disabilities in their classrooms.
The findings from the research indicate that experience, compassion, and seeking and participating in professional development opportunities were the participants’ sources of growth for acquiring competency for teaching music to students with disabilities. Additionally, each participant reflected identified competencies for teaching music to students with disabilities; however, findings indicate the need to extend the competencies to include the ability to utilize reflective practice to inform instruction. Implications from this study are related to considerations for teacher training and suggestions for resources from policymakers. Findings from this study may inform music teacher educators, schools and school districts, and music educators associations for the planning and development of opportunities for teacher development related to meeting the musical needs of all students in the inclusive setting. / 2024-09-13T00:00:00Z
| Identifer | oai:union.ndltd.org:bu.edu/oai:open.bu.edu:2144/45117 |
| Date | 13 September 2022 |
| Creators | Gebczyk, Jennifer Rebecca |
| Contributors | Hourigan, Ryan M. |
| Source Sets | Boston University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
Page generated in 0.0022 seconds