서브메뉴
검색
The Development and Recognition of Empathy in Preservice Music Teachers
The Development and Recognition of Empathy in Preservice Music Teachers
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202103016
- ISBN
- 9798280749108
- DDC
- 780.7
- 서명/저자
- The Development and Recognition of Empathy in Preservice Music Teachers
- 발행사항
- [Sl] : The Florida State University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 97 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-12, Section: A.
- 주기사항
- Advisor: Kelly, Steven N. .
- 학위논문주기
- Thesis (Ph.D.)--The Florida State University, 2025.
- 초록/해제
- 요약The purpose of this study was to investigate possible changes in perceived empathy behaviors and the ability to recognize these behaviors in undergraduate music education students. This study was conducted in two parts with independent participants in each. The measurements used in this study included the Basic Empathy Scale, and the framework of teacher development by Fuller and Bown. The first group of participants were undergraduate music education majors who completed all course work and enrolled in the student internship portion of their music teacher education program. Prior to the start of their fourteen-week internship, the first group of participants (n = 10) took the Basic Empathy Scale (BES), a self-reported measure assessing cognitive, affective, and overall empathy. At the conclusion of the internship, the interning students took the BES a second time. The second group of participants consisted of undergraduate music students from the same music institution but independent of those in part one. The second group was composed both music education majors (n = 16) and music noneducation majors (n = 13) at various stages of their respective degree programs. Part Two participants (N = 29) rated the level of concern each intern exhibited for self, task, and student impact after viewing six two-minute teaching segments, using a scale from less concerned to more concerned. Part Two participants were also instructed to describe specific observed behaviors in an open response format.Results from Part One showed a significant decrease in cognitive empathy but no significant difference in affective or overall empathy after the fourteen-week internship. Part Two participants' responses suggested there were few differences in self-concern, task-concern, and student impact-concern between videos recorded in the sixth week and the twelfth week of the internship. Few significant differences were found based on demographic factors such as major and gender. Additionally, within the music education major participants, there were no significant differences by academic class level. Analysis of open-ended responses indicated no significant differences in ratings between music education majors and non-music education majors. Implications for music teacher education and suggestions for future research are discussed.
- 일반주제명
- Music education
- 일반주제명
- Educational psychology
- 일반주제명
- Educational leadership
- 일반주제명
- Teacher education
- 키워드
- Behaviors
- 키워드
- Internship
- 키워드
- Music students
- 기타저자
- The Florida State University Music
- 기본자료저록
- Dissertations Abstracts International. 86-12A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008260126s2025 us c eng d■001000017356683
■00520260202103016
■006m o d
■007cr#unu||||||||
■020 ▼a9798280749108
■035 ▼a(MiAaPQ)AAI31843562
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a780.7
■1001 ▼aTabone, Jacquelyn.▼0(orcid)0009-0000-0131-9572
■24510▼aThe Development and Recognition of Empathy in Preservice Music Teachers
■260 ▼a[Sl]▼bThe Florida State University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a97 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-12, Section: A.
■500 ▼aAdvisor: Kelly, Steven N. .
■5021 ▼aThesis (Ph.D.)--The Florida State University, 2025.
■520 ▼aThe purpose of this study was to investigate possible changes in perceived empathy behaviors and the ability to recognize these behaviors in undergraduate music education students. This study was conducted in two parts with independent participants in each. The measurements used in this study included the Basic Empathy Scale, and the framework of teacher development by Fuller and Bown. The first group of participants were undergraduate music education majors who completed all course work and enrolled in the student internship portion of their music teacher education program. Prior to the start of their fourteen-week internship, the first group of participants (n = 10) took the Basic Empathy Scale (BES), a self-reported measure assessing cognitive, affective, and overall empathy. At the conclusion of the internship, the interning students took the BES a second time. The second group of participants consisted of undergraduate music students from the same music institution but independent of those in part one. The second group was composed both music education majors (n = 16) and music noneducation majors (n = 13) at various stages of their respective degree programs. Part Two participants (N = 29) rated the level of concern each intern exhibited for self, task, and student impact after viewing six two-minute teaching segments, using a scale from less concerned to more concerned. Part Two participants were also instructed to describe specific observed behaviors in an open response format.Results from Part One showed a significant decrease in cognitive empathy but no significant difference in affective or overall empathy after the fourteen-week internship. Part Two participants' responses suggested there were few differences in self-concern, task-concern, and student impact-concern between videos recorded in the sixth week and the twelfth week of the internship. Few significant differences were found based on demographic factors such as major and gender. Additionally, within the music education major participants, there were no significant differences by academic class level. Analysis of open-ended responses indicated no significant differences in ratings between music education majors and non-music education majors. Implications for music teacher education and suggestions for future research are discussed.
■590 ▼aSchool code: 0071.
■650 4▼aMusic education
■650 4▼aEducational psychology
■650 4▼aEducational leadership
■650 4▼aTeacher education
■653 ▼aBehaviors
■653 ▼aEmpathy development
■653 ▼aInternship
■653 ▼aPreservice teacher
■653 ▼aMusic students
■690 ▼a0522
■690 ▼a0530
■690 ▼a0525
■690 ▼a0449
■71020▼aThe Florida State University▼bMusic.
■7730 ▼tDissertations Abstracts International▼g86-12A.
■790 ▼a0071
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17356683▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
