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

Steven.Schiemann@ph-freiburg.de

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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.