Jason Boron is Lecturer in Music Education (Early Childhood & Primary) and First Year Coordinator BEd (Primary) at Edith Cowan University. He is President of Kodály Australia and an accredited lecturer of the Australian Kodály Certificate. Currently, he facilitates the delivery of the Musical Foundations professional development package offered as part of the Music Education Strategy for the Department for Education in South Australia. Jason is a past recipient of the Sarolta Kodály Scholarship awarded by the International Kodály Society and in 2020 was awarded the Vice Chancellor’s Staff Excellence Award for Innovative Teaching. He regularly works with children as a choral conductor for the West Australian Young Voices (WAYV).
Day 1: Monday
with Jason Goopy
| Time | Title |
|---|---|
| Session 5: 15.00 | Research: National survey results of music teachers’ perspectives who have completed Australian Kodaly Certificate courses |
| Professional music teacher associations are increasingly left to fill the gaps created by the erosion of music teacher education in Australian universities. Despite these ongoing challenges in the tertiary sector, community-based organisations have increased their professional development support. This paper presents the national survey results and analysis of a larger mixed-methods funded research project that investigates the perspectives of music teachers’ who have completed levels of the Australian Kodály Certificate (AKC). The AKC is an internationally recognised professional development course which has been offered by Kodály Australia for the past 30 years. It is estimated that thousands of participants have completed courses across Australia and internationally. The online survey asked participants about their motivation to complete AKC courses, their learnings, impact on practice, and what university teacher education can learn from its success. It also incorporated a range of published quantitative measurement tools including self-efficacy, musical self-concept, and the PERMA profiler. The project uses a sequential exploratory research design where the results from the survey will be interrogated in follow-up interviews. The potential impact of professional music teacher associations is yet to be realised and this study generates new knowledge on the importance of local professional associations in supporting teachers. | |