Conducting Outside The Curriculum: Preservice Music Educators, Self-Determination Theory, and Teaching Extracurricular Choir

• In Event: Investigations of Undergraduate Music Teacher Education

Abstract

Researchers have explored self-determination theory as an approach to motivation in music education (Evans, 2015). This theory centers competence, relatedness, and autonomy as psychological needs that, when fulfilled, lead to growth and physiological well-being (Ryan & Deci, 2000). While many preservice music teachers (PMTs) participate in extracurricular student-led ensembles, very little is known about how these ensembles–particularly leading/conducting these groups–support their teaching development. In the present ethnographic case study, I explore the nuances of teacher development that took place for two PMTs as they co-conducted an extracurricular student-led choir. Data sources include participant-observations, field notes and interviews. Findings include a nuanced picture of PMT development in the context of student-led ensembles and implications for curricular music practicum courses are discussed.

Author

• Lauren McGinley, University of Maryland