A Theoretical Basis for the Music Teacher Education Program at Laval University. (French Text)
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- A Theoretical Basis for the Music Teacher Education Program at Laval University. (French Text)
- Ringuette, Raymond
- Issue Date
- Department of Study
- Music Education
- Degree Granting Institution
- University of Illinois at Urbana-Champaign
- Degree Name
- Degree Level
- Education, Music
- A Theoretical Basis for the Music Teacher Education Program at Laval University.
- The fall of 1979 marked an important point in the development of the music teacher education program in the School of Music, Laval University, Quebec, Canada. The music education faculty had the challenge of reorganizing its program to conform to newly established certification requirements of the Ministry of Education. The faculty formulated a statement of "objectifs specifiques" which represented their conception of the broad aims of music teacher education. The present investigator, a member of the faculty, was commissioned to produce a theoretical basis for completion of the program development process.
- The purpose of this study was to develop a theoretical basis for the organization and implementation of a music teacher preparation program at Laval University. Analysis of the purpose led to the formulation of the following questions: (1) What behavioral objectives are appropriate for music educators in Canada? (2) What experiences would be pertinent to those objectives? (3) What experiential objectives would be appropriate to supplement the objective oriented experiences? (4) How should the teacher education program at Laval be organized to encompass the desired experiences and experiential objectives? (5) What evaluative procedures would be appropriate?
- Having first established a synthesis of professional literature treating the definition, function, sources, criteria, classification, levels and formulation of objectives, the investigator used the "objectifs specifiques" previously adopted by the music education faculty at Laval University as the basis for delineating behavioral objectives. He analyzed each "objectif specifique" to generate subsidiary behaviors logically related to the more generally stated "objectif" and established behavioral objectives encompassing each "objectif." He analyzed each behavioral objective to identify experiences which are logically related to it and can reasonably be expected to contribute to its attainment. As a means to enriching the experiential ambiance of the music teacher education program, he described experiential objectives designed to produce long range expressive results. Finally, he established guidelines for organization of the program and for evaluating its results.
- The product of this investigation is a document designed specifically for the use of the music education faculty at Laval University in developing, organizing, conducting and evaluating a program of music teacher education. The document takes into account teacher certification requirements of the Ministry of Education and the results of prior efforts by the music education faculty to formulate "objectifs specifiques." It contains a synthesis of the recent professional literature on program development along with guidelines and specifications for the delineation of behavioral objectives and the selection and description of experiences relevant to and productive of the behavioral objectives. In recognition of the limitations of the behavioral objective approach to program development, the investigator adopted the concept of experiential objectives designed to promote long range achievement in the cognitive and affective domains which are not amenable to precise measurement during teacher preparation. Experiential objectives specify neither the behavior the student is expected to acquire nor the resulting product. The document contains guidelines for the organization of the objective-oriented experiences and of experiential objectives which constitute the program of music teacher education. Finally, the document presents a rationale for music education faculty members to employ in the selection of techniques and tools for evaluation, in the analysis and interpretation of data resulting from evaluation and in program change indicated by the results of evaluation.
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