In-Service Music Educators’ Self-Perceptions of Undergraduate Preparation Across Selected Professional Competencies

The purpose of this study was to examine how in-service K–12 music educators perceived the relationship between selected professional competencies and their own undergraduate preparation. A total of 218 music educators from 46 U.S. states rated their perceptions of the current importance of eight competencies and the extent to which they believed their undergraduate programs had prepared them in those same areas via an online questionnaire. Across all eight competencies, importance ratings were significantly higher than preparation ratings. The largest differences were found in classroom management, student well-being, and inclusion and differentiation, while smaller differences were found in music-specific pedagogy and assessment. Relational and contextual competencies appeared more likely to be perceived as less well addressed in undergraduate preparation. The author suggests consideration of more robust integration of relational domains, such as cultural responsiveness, student well-being, and advocacy, through approaches such as case-based rehearsal scenarios in methods classes and relevant coursework in music teacher preparation programs.