Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 10 May 2021

Investigating the Training Needs of Music Teachers in Primary Education: A Greek Case Study

Elefteria Kogkou, Anagnou Evaggelos, Iosif Fragkoulis

Hellenic Open University, Greece

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.04.02.285

Pages: 349-362

Keywords: Music Teachers, Music Teachers΄ Education, Training Needs

Abstract

The purpose of the current research is to examine the views of music teachers that work in primary education, regarding their training needs. With the investigation and emergence of their training needs, useful data occur for the design of effective training programs that focus on the coverage of the special training needs of these teachers. In this context, a quality research was designed and conducted in a sample of fifteen (15) music teachers in the Achaia district. The research data was derived from semi-constructed interviews and the results were analyzed with the method of thematic analysis. The sample music teachers wish to be trained to improve new technologies that refer to the music subject, their cognitive subject, in conducting the choir and the management of children with special needs. Music teachers are positive in creating a participatory pattern of organizing and conducting these training programs. As for the characteristics and the organizational parameters of the training, they prefer short training programs, live or distance learning, obligatory type that will be enriched with personalized and cooperative actions.

References

  1. Angelidou, S. (2016). Views of primary and secondary music teachers on the subject of music: difficulties and perspectives. In M. Kokkidou & Z. Dionysiou (Eds.), 7th Conference of the Hellenic Union for Music Education. Musical Literacy: Typical and Informal Forms of Music Teaching-Learning, November 27-29, 2015, (pp.106-124). Thessaloniki: Ε.Ε.Μ.Ε. (In Greek).

  2. Bauer, W. (2007). Research on the professional development of experienced music teachers. Journal of Music Teacher Education, 17 (1), 12-21. https://doi.org/10.1177/10570837070170010105

  3. Bautista, A., Toh, G.Z., & Wong, J. (2016). Primary school music teachers΄professional development motivations, needs and preferences: Does specialization make a difference? Musicae Scientiae, 22 (2), 196-223. https://doi.org/10.1177/1029864916678654

  4. Bowles, C. (2002). The self-expressed professional development needs of music educators. Update: Applications of Research in Music Education, 21 (2), 35-41. doi: 10.1177 / 87551233020210020701

  5. Creswell, J. (2011). Research in Education. Design, Conduct and Evaluation of Quantitative and Qualitative Research (translated by N. Kouvarakou). Athens: ION Publishing Group. (Year of issue of original 2008). (In Greek).

  6. Dimitraki, E. (2019). Teaching students with learning difficulties: the training needs of teachers of music instruments of Music Schools. (Unpublished diploma thesis). Hellenic Open University, Patras. (In Greek).

  7. Doulkeridou, P. (2015). The training of teachers and principals of primary schools. Overview of the legislative framework. Pedagogical Review, 59, 83-98. (In Greek).

  8. Flick, U. (2017). Introduction to Qualitative Research (translated by N. Ziogas). Athens: Propompos Publications. (Year of issue of original 2008). (In Greek).

  9. Giannakopoulou, E. (2018). "Investigation of educational needs for vocational education and training". Retrieved December 29, 2019, from: https://eap.academia.edu/ELENIGIANNAKOPOULOU. (In Greek).

  10. Government Gazette: Government Gazette 4299, vol. B, 27-9-2018. "Unified Regulation for the Operation of the Regional Centers for Educational Planning (PE.K.E.S.) and in particular the duties and responsibilities of the Coordinators of the Educational Project". (In Greek).

  11. Hammel, A. (2007). Professional development research in general education. Journal of Music Teacher Education, 17 (1), 22-32. https://doi.org/10.1177/10570837070170010106.

  12. Karalis, Th., & Papageorgiou, H. (2012). Design, Implementation and Evaluation of Lifelong Learning Programs. Athens: INE / GSEE. (In Greek).

  13. Keramida, K., & Vaiouli, P. (2017). Differentiated teaching in music education: Opinions and concerns of primary music teachers. Approaches: An Interdisciplinary Journal of Music Therapy, 273-292. http://approaches.gr/wp-content/uploads/2019/12/4-Approaches-11-2-2019-a20170618-keramida.pdf. (In Greek).

  14. Koner, K., & Eros, J. (2018). Professional Development for the Experienced Music Educator: A Review of Recent Literature. Research in Music Education, 37 (3). doi: 10.1177 / 8755123318812426

  15. Kos, R. P., Jr., & Goodrich, A. (2012). Music teachers ’professional growth: Experiences of graduates from an online graduate degree program. Visions of Research in Music Education, 22. Retrieved December 19, 2019, from: http://www.rider.edu/~vrme

  16. Koukoutsi, Τ. (2014). The educational needs of Music Primary Education teachers in the schools of Eastern Thessaloniki (Unpublished diploma thesis). Hellenic Open University, Patras. (In Greek).

  17. Lainas, Th. (2000).School Administration and Planning: Scientific Approaches and Greek Reality. In Z. Papanaum (Eds), Project Planning in the School Unit: From theory to Practice, 23-39. Thessaloniki: Α.U.Th. & P.Ι. (In Greek).

  18. Lymperopoulou, Ch. (2016).The Perceptions of Secondary Education Music Teachers about the need for training in innovative music education experiential approaches and new technologies. (Unpublished diploma thesis). Hellenic Open University, Patras. (In Greek).

  19. Maurogiorgos, G. (1999). Teacher training and education policy in Greece. In A. Athanasoula-Reppa, S.-S. Anthopoulou, S. Katsoulakis, & G. Maurogiorgos (Eds), Management of Educational Unit: Human Resources Management, vol. Β΄, (p. 93-135). Patras: H.O.U. (In Greek).

  20. Nasenas, G. (2010). Teacher Training in the Context of Lifelong Learning. Athens: Batsiulas. (In Greek).

  21. O.ΕP.EK. (2010). Training of Aesthetic Education Teachers in schools with a Unified Reformed Educational Program. Trainer Guide. Athens. (In Greek).

  22. Rogers, A. (1998). Adult Education (translated by M. Papadopoulou). Athens: Metaichmio. (Year of issue of original 1999). (In Greek).

  23. Sakkoulis, D., & Vergidis, D. (2017). The training needs of specialty teachers working in Primary Schools in the Prefecture of Achaia. Adult Education, 39, 71-83. Retrieved January 7, 2020, from: https://www.academia.edu/37224955/Sakkoulis_Vergidis_2017. (In Greek).

  24. Sfontouri, A. (2019). Opinions of Aesthetic Teachers of Primary Schools on their problems and training needs. Investigate stragedies to enhance participation in training (Unpublished diploma thesis). Hellenic Open University, Patras. (In Greek).

  25. Sipitanou, A., Salpigidis, A., & Platsidou, M. (2012). The training needs of primary schools teachers. In A. Trilianos, G. Koutromanos & N. Alexopoulow (Eds),Panhellenic Conference on Quality in Education: Trends and Perpectives.4-6 May 2012 (p. 620-632). Αthens: NKUA, Pedagogical Department of Primary Education. (In Greek).

  26. Stavrou, G. (2006). Teacher΄s views and attitudes regarding the effects of educational policy on the teaching of the Music lesson in Primary school. Music Pedagogy, 3, 31-50. Retrieved January 7, 2020, from:  https://www.eeme.gr/images/stories/documents/dkoniari/mp03-2_stavrou_31-50.pdf. (In Greek).

  27. Training PE16 in the didactic package of Music Education for grade A and B of primary school. (2010). Retrieved January 8, 2020, from: https://www.primarymusic.gr/epimorfosi/eemape-seminaria/item/354-epimorfosi-pe16-mousiki-agogi-a-kai-b-dimotikou-2010

  28. Van Weelden, K., & Whipple. J. (2014). Music Educators΄ Perceptions of Preparation and Supports Available for Inclusion. Journal of Music Teacher Education, 23 (2), 33-51. https://doi.org/10.1177/1057083713484585.

  29. Vergidis, D. (2001). Continuing education and lifelong learning: international experience and Greek perspective. In the K.P. Harris, N. Petroulakis & S. Nikodimos (eds.) Proceedings of the 9th International Pedagogical Conference (pp. 127-144), Athens: Atropos. (In Greek).

  30. Vergidis, D. (2008). Design and construction of adult education programs, In D. Vergidis & A. Karalis (Eds.), Introduction to adult education: planning, organization and evaluation of programs. Volume C. Patras: H.O.U. (In Greek).

  31. Zosi, N., & Bagakis, G. (2014). Investigation of the perceptions of the music teachers of the 800 all-day primary schools for the training program of the Teacher Training Organization (OEP EC) in the school period 2011-2011. Erkyna, Review of Educational-Scientific Issues, 2, 87-106. Retrieved January 8, 2020, from: https://erkyna.gr/e_docs/periodiko/dimosieyseis/ekpaideytika/t02-07.pdf . (In Greek).