Η Μουσικοπαιδαγωγική Εκπαίδευση των Βρεφονηπιοκόμων Αποφοίτων των Ελληνικών Α.Τ.Ε.Ι. στο Θεωρητικό Πλαίσιο της Εκπαίδευσης Ενηλίκων
Date Issued
December 15, 2018
Type
Διδακτορική Διατριβή
Abstract
Abstract
The aim of the present study is to examine the current musical practices of pre-school teachers and graduates of tertiary education institutions based in Greece, in crèches and nurseries, as well as their professional needs for lifelong music education, as these are mentioned and evaluated by themselves. In particular, the study identifies, describes and evaluates the content and teaching methodology of music education, the perceptions of the nursery teachers for the music education offered, as well as their evaluations for their initial and continuing training for teaching music. Moreover, by setting the training of pre-school teachers in the theoretical framework of adult education, the study examines the way in which a music education training can contribute to the improvement of knowledge, skills, and to the reformation of practices, when its planning and implementation follow the learning principles of adult learners.
The study was based on the analysis of qualitative data that were collected through interviews and observation. Through theoretical sampling, nineteen individual interviews were carried out on pre-primary and nursery school teachers of the municipality of Ioannina, whereas the thematic content analysis technique was chosen in order to analyze the data extracted out of these interviews. Data was also collected through the observation of a five month long music education training program that took place at a nursery school in the city of Ioannina, with the participation of seven teachers, staff of the specific nursery school.
According to the results of the research, the obstacles and difficulties encountered by nursery school teachers in implementing music educational programs arise mainly from the content and the way that their initial training for teaching music is being delivered, from the lack of a formal curriculum, the lack of a corresponding supervising and mentoring institution, as well as the absence of an official body that provides educational programs that meet their emerging training needs. According to the results of this study, one can argue that a training program based on the principles of adult education can be effective in areas that are associated with the design and structure of a lesson, meaning time management in the classroom, the use of educational equipment, understanding of teaching objectives and the use of methodological practices, such as co-ordination of group work, frequency of verbal instructions and use of musical terminology. It can also be effective in defining the pedagogical profile of the participating teachers and in shaping attitudes of preschool teachers towards teaching music. Regarding the pedagogical profile of teachers, it is argued that a training program based on the principles of adult education can have an effect on their ability to adapt their lessons to the level and needs of their students, the creation of an appropriate pedagogical environment in the classroom and the development of their musical skills and knowledge, such as their ability to produce appropriate sound patterns, their understanding of musical features and concepts, as well as raising awareness of their own potentials for musical development
Although the findings of the study cannot be generalized, they can contribute to the planning of music education programs that meet the training needs of pre-school teachers. In addition to that, the findings of the survey may also trigger a review of the content of the music education curricula, which are included in the curriculum of the higher education institutes in our country.
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