Cross-cultural competence of student teachers in music education.

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: The purpose of this study was to investigate the cross cultural competence of music education 177alOYS enrolled in student teaching. Study participants (N 86) from 19 colleges and universities in the Southeastern United States completed a survey designed to assess their cross-cultural competence as related to: factors (a)fostering and (b) constraining readiness for teaching in culturally diverse educational environments, and (c) educational experiences during teacher preparation relative to multilcultural education and multicultural music education. Study results indicated that the majority of respondents were aware off howl cultural differences may impact their teaching and students' learning, had encountered music of a variety of cultures in their own music education, had received specific instruction on creating and executing multicultural music experience for students, and had opportunities to be involved with projects related to multicultural music education. Study results neither confirmed nor negated that respondents held attitudes and beliefs hindering their readiness to teach in culturally diverse educational environments. Results of the current study suggest that additional investigations involving a larger sample are warranted and should include an examination of the effects of specific demographic variables on music student teachers' cross-cultural competence.

Additional Information

The journal of the Desert Skies Symposium on Research in Music Education 2009 proceedings (pp. 128–144)
Language: English
Date: 2009
Cross cultural competence, Music education

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