Black Music teacher candidates’ preparation and performance on the Praxis music examination

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Tomisha Price Brock (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Jennifer Walter

Abstract: The purpose of this study was to investigate Black music teacher candidates’ experiences with the Praxis® Music examination. Specifically, the study examined the connection between teacher candidates’ preparation and performance on the Praxis® Music examination, at selected HBCUs in the Southern Region of the United States. This focus in is response to the issue that there is a continued shortage of music teachers, especially Black music teachers, and many music education majors are not passing the Praxis® Music examination on their first attempt. Participants in this study consisted of five Black music education majors, and five provisionally licensed Black music teachers, who attended or graduated from Historically Black Colleges and Universities in the Southern region of the United States at the time of the study. The states represented in the current study include Virginia, North Carolina, South Carolina, Alabama, and Louisiana. Data analyses revealed seven emergent themes: (a) anxiety and fear, (b) unfamiliarity, (c) unpreparedness, (d) engagement, (e) course content and scheduling, (f) competence, (g) communication, and (h) need for resources.

Additional Information

Language: English
Date: 2020
Black teacher candidates, Historically Black Colleges and Universities, Music Education, Praxis II, Teacher Licensure, Teacher Shortage
Teachers, Black
Student teachers
Music teachers
African American universities and colleges $z Southern states
National teacher examinations $z United States

Email this document to