Qualitative Video Analysis of Generalist Music Teachers ... · Adaptive Music Self (MUSCI 8) 24...
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Qualitative Video Analysis of Generalist Music Teachers` Classroom Practice
of Informed Music Practice at German Primary Schools using Max QDA.
II. Instruments: Focus, data gathering and data analysis of Coaching and Further Education
Measures for Generalist Primary Music Teachers
Focus n Design Method
Musical Self-Concept (MUSCI) of generalist primary music
teachers (Spychiger et al., 2009). Scales: Mood Management (MUSCI 1), Community (MUSCI 2), Technique and
Information (MUSCI 3), Musical Ability (MUSCI 4), Movement and Dance (MUSCI 5), Spirituality (MUSCI 6), Ideal Music Self (MUSCI 7), and
Adaptive Music Self (MUSCI 8)
24 longitudinal
2014-2015
questionnaire
descriptive analysis
Music lesson videos of specialist and generalist primary music
teachers´ classroom performances
24 longitudinal
2014-2015
Qualitative and quantitative video content analysis of
classroom performances of informed music practice,
interrater-reliability (team: n = 3; videos: n=3): Cohen´s
Kappa
Teachers‘ attitudes and perceptions as context variables for
classroom performances (teaching practice) and changes in their
Musical Self-Concept
16 longitudinal
2014-2015
individual coaching sessions/ transcripts
qualitative content analysis (24 categories), interrater-
reliability (team: n = 2): Cohen´s Kappa
I. Theoretical analysis: Categories for assessing effects from Coaching and Further Education for
Generalist Primary Music Teachers (Intervention Study)
Teachers‘ readiness and abilities: Are generalist music teachers willing and capable to make effective use of the informed music
practice in their classroom performances (after the intervention)?
Impact in the classroom: Are adequate and innovative ideas for classroom performances of the informed music practice
implemented in the primary music lessons?
Reflexion and professional development: Is sensitivity about classroom performances and teaching features increasing? Do
teachers develop and deal with the informed music practice and other innovative ideas?
Ministry of Education, Youth and Sports,
Baden-Württemberg, Germany
Project:
‘ProfiL - `Professionalization of Teachers’
Project leader: Prof. Dr. Georg Brunner,
Institute of Music, PH Freiburg
Steven Schiemann
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III. Pre-Test: Video based Qualitative Content Analysis of Informed Music Practice (Kaiser, 2001)
Comparing two groups of Generalist Music Teachers` Classroom Practice with Max Maps
Interrater-reliabilities
of Video Analysis
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Kaiser, H. J. (2001). Auf dem Wege zu verständiger Musikpraxis. In K.H. Ehrenforth (Hrsg.), Musik. Unsere Welt als andere. Phänomenologie und Musikpädagogik im Gespräch (pp. 85-99). Würzburg: Königshausen & Neumann.
Spychiger, M., Gruber, L. & Olbertz, F. (2009). Musical Self-Concept. Presentation of a Multi-Dimensional Model and Its Empirical Analyses. In J. Louhivuori, T. Eerola, S. Saarikallio, T. Himberg & P.-S. Eerola (Eds.), Proceedings of the 7th Triennial Conference of European
Society for the Cognitive Sciences of Music (ESCOM 2009) (pp. 503-506). Jyväskylä, Finland.
Pre-Test vs. Post-Test: Video based Quantitative Content Analysis of Informed Music Practice (Kaiser, 2001)
Comparing two groups of Generalist Music Teachers` Classroom Practice with Max Stats
Intermediate Result for
Generalist Music Teachers´
Informed Music Practice
in the Music Classroom
Pre-Test: limited use of informed
music practice
Post-Test: more balanced use of
of informed music practice
Intermediate Result for
Generalist Music Teachers´
Informed Music Practice
in the Music Classroom:
Pre-Test: limited use of informed
music practice
Post-Test: more balanced use of
informed music practice.
Intermediate Result for
Generalist Music Teachers´
Informed Music Practice
in the Music Classroom:
Pre-Test: limited use of informed
music practice
Post-Test: more balanced use of
informed music practice.