Pre-Service Music Teachers’ Cross-Cultural Awareness, Exposures, and Attitudes: A Preliminary Study

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Constance McKoy, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Research indicates pre-service teachers’ racial and cultural backgrounds and experiences influence their awareness of how cultural differences may impact student learning, and influence their commitment to teaching in racially and ethnically diverse educational settings. This preliminary study examined the nature and extent of cross-cultural attitudes, experiences, and awareness of music student teachers at a southeastern university. Subjects (N = 13) completed a researcher-designed web-based survey focusing on areas including: (a) cross-cultural friendships, (b) attitudes about multicultural music education, (c) beliefs about the influence of race/ethnicity on music and learning style preferences, and (d) preferences for and comfort with teaching in multicultural educational environments. Respondents believed in the value of multicultural music instruction, and that race/ ethnicity could influence music and learning style preferences. Respondents also were comfortable with teaching in racially and ethnically diverse educational environments, but were ambivalent regarding their preference for teaching in such environments.

Additional Information

Southern Music Education Journal, 2(1), 78-94
Language: English
Date: 2006
pre-service teachers, race and culture, racial and cultural influence, impact on student learning, multicultural music instruction, learning style preferences

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