Evaluating the quality of training programs for pre-service music teachers in chinese higher education institutions
This research utilized an explanatory sequential design within a mixed-methods framework to assess the effectiveness of three pre-service music teacher programs aimed at Grades 1-12 in China. First, a group of four evaluators was asked to holistically assess the overall quality of these program...
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| Main Authors: | , |
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| Format: | Article |
| Language: | en |
| Published: |
Malaysian Journal of Social Sciences and Humanities (MJSSH)
2024
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| Subjects: | |
| Online Access: | https://eprints.ums.edu.my/id/eprint/43784/1/FULL%20TEXT.pdf https://eprints.ums.edu.my/id/eprint/43784/ https://doi.org/10.47405/mjssh.v9i9.2972 |
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| Summary: | This research utilized an explanatory sequential design
within a mixed-methods framework to assess the
effectiveness of three pre-service music teacher programs
aimed at Grades 1-12 in China. First, a group of four
evaluators was asked to holistically assess the overall
quality of these programs on a scale ranging from 1 to 10.
Second, the evaluators were invited answer four openended questions about the areas for improvement in terms
of program goals and objectives, program curricula,
instructional methods, and learning assessments,
respectively. The generalizability (G-) theory framework
was employed to analyze the quantitative data, particularly
to examine the variability in ratings and the reliability of
the program evaluations. The qualitative data underwent
coding, categorization, and organization according to
recurring themes. The results indicated that the rating of
the quality of these programs by the four program
evaluators was extremely consistent and unbelievably
reliable. Furthermore, major areas for improvement are
identified in program objectives and curricula as well as
instructional methods and learning assessments.
Implications for pre-service music teacher training
program developers in Chinese colleges and universities
are discussed. |
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