Expectations and Effectiveness of Preschool Teacher Training Program: A Case Study of Teacher Training Course for the Holistic Music Educational Approach for Young Children

被引:1
|
作者
Lee, Liza [1 ,2 ]
机构
[1] Chaoyang Univ Technol, Dept Early Childhood Dev & Educ, Taichung, Taiwan
[2] Chaoyang Univ Technol, Dept Early Childhood Dev & Educ, 168 Jifeng E Rd, Taichung 413310, Taiwan
来源
SAGE OPEN | 2023年 / 13卷 / 04期
关键词
early childhood teacher training scheme; training program; holistic music educational approach; learn performance; expectation in participant;
D O I
10.1177/21582440231215127
中图分类号
C [社会科学总论];
学科分类号
03 ; 0303 ;
摘要
This study examines the expectations and effectiveness of a teacher training program for early childhood music education, specifically focusing on the Holistic Music Educational Approach for Young Children (HMEAYC) and its integration with local cultural frameworks. Participants (n = 30) from a private university's Department of Early Childhood Development and Education, aged between 22 and 25 years old, were about to obtain their early childhood education teaching qualification. The 36-week training, consisting of 3 hr per week, employed collaborative teaching methods and collective reflection to gather pre- and post-training data. The results indicate a 90.91% pass rate for participants who successfully obtained the HMEAYC teacher qualification. While overall expectations regarding course identity, musical skills, and pedagogical competence did not exhibit significant changes, participants with better training outcomes experienced significant positive changes in psychological cognition of musical skills and curriculum identity, with no significant difference in pedagogical competence cognition. Furthermore, Spearman's correlation coefficient analysis revealed positive correlations between cognitive changes in musical skills, course identity, and pedagogical competence after training. Conversely, negative correlations were observed between cognitive changes in musical skills and both course identity and pedagogical competence before training, suggesting a strong association between changes in music skills and other variables. This study examines the expectations and effectiveness of a teacher training program for early childhood music education, specifically focusing on the Holistic Music Educational Approach for Young Children (HMEAYC) and its integration with local cultural frameworks. Participants (n = 30) from a private university's Department of Early Childhood Development and Education, aged between 22 and 25 years old, were about to obtain their early childhood education teaching qualification. The 36-week training, consisting of 3 hr/week, employed collaborative teaching methods and collective reflection to gather pre- and post-training data. The results indicate a 90.91% pass rate for participants who successfully obtained the HMEAYC teacher qualification. While overall expectations regarding course identity, musical skills, and pedagogical competence did not exhibit significant changes, participants with better training outcomes experienced significant positive changes in psychological cognition of musical skills and curriculum identity, with no significant difference in pedagogical competence cognition. Furthermore, Spearman's correlation coefficient analysis revealed positive correlations between cognitive changes in musical skills, course identity, and pedagogical competence after training. Conversely, negative correlations were observed between cognitive changes in musical skills and both course identity and pedagogical competence before training, suggesting a strong association between changes in music skills and other variables.
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页数:11
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