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Role Development Activities and Initial Teaching Performance

Stephen J. Paul, David J. Teachout, Jill M. Sullivan, Steven N. Kelly, William I. Bauer and Michael A. Raiber
Contributions to Music Education
Vol. 29, No. 1 (2002), pp. 85-95
Stable URL: http://www.jstor.org/stable/24126977
Page Count: 11
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Role Development Activities and Initial Teaching Performance
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Abstract

This study's purpose was to examine the relationship between teacher role-development strength and the initial teaching performance of instrumental music student teachers. Subjects (N = 40) were asked to complete the Role Development Questionnaire (RDQ),a researcher-designed instrument for measuring one's commitment to the role of "music teacher." Initial teaching effectiveness was determined using the Survey of Teaching Effectiveness (STE) to evaluate subjects' videotaped teaching episodes that had occurred early in their practicum. No significant relationship existed between subjects' RDQ and STE scores. Additionally, no significant differences in role-development strength existed among those with differing levels of teaching performance.

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