An Investigation of Elementary School Music Teachers’ Perspectives on Music Teacher Certification in Taichung City

• Main Authors: Chia-Chieh Wu, 吳佳潔
• Other Authors: Ming-Jen Chuang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/94219278696941712049

碩士 === 國立臺中教育大學 === 音樂學系碩士班 === 99 === The purpose of the study was to investigate elementary school music teachers’ perspectives on Music Teacher Certification (MTC) in Taichung City. Based on the discussion of the references, a questionnaire was developed by the researcher and used as the instrument in the study. Participants (n=201) were elementary school music teachers in Taichung City. Data were analyzed through Descriptive Statistics, Independent Samples T-test, and One-way ANOVA. The conclusions of the study were as follows: It is necessary to establish MTC. The functions of the MTC include ensuring the professional competency and mandatory teaching qualifications of music teachers, enhancing professional development for music teachers, promoting their status in this profession, and serving as a reference for the policies and systems of teacher education.There was a significant relationship between participants’ agreement and disagreement of the MTC and the functions of the MTC. Music teacher accreditation consists of five domains: 1. aural analysis ability; 2. music theory and composition ability; 3. knowledge of music history and cultures; 4. music performance ability; 5. music pedagogy ability. The most important item of each domain is as follows: rhythm recognition, understanding of musical notation, knowledge of the most representative musicians and works from different periods, comprehension of types and characteristics of instruments, and modifying instruction to accommodate student needs. The assessment and examination of MTC should emphasize on music teachers’ personalities, instruction competency, and classroom management abilities. It’s necessary to develop appropriate examination principles and standards. Additionally, the duty clarification institutions and examination systems should be objective, impartial and credible. Sound supportive measures of the MTC should include understanding music teachers’ arrangement conditions, preventing unfair conditions and formalization, enacting the prerequisites for applying for the MTC, and providing with various training programs.