Perceived effects of the Master of Music in music education on P—12 teaching practice

Abstract

The purpose of this study was to examine teacher perceptions ( N = 9) of the effect of the Master of Music (MM) in Music Education degree on teaching practice and student (P—12) achievement. Research questions included: (1) How do graduates discuss the connections between their teaching practices and their coursework? (2) What changes in P—12 musical achievement do they perceive may be effects of graduate education? Data sources included: an online survey, participant journals, and individual interviews. All data sets were reviewed and coded for common themes. Findings suggest that participants discussed music performance, connecting research with practice, and a ‘re-interaction’ with undergraduate content as they drew connections between their MM studies and teaching practice. Participants did believe there was a relationship between the graduate degree and student achievement; however, they were unable to pinpoint a direct link. We also discuss: (1) the thesis or exam as a powerful connection between coursework and teaching practice; (2) the value of the community of learners in a MM program; and (3) questions regarding the development of an identity as a teacher/scholar.