Pixel International Conferences

Music teachers faced different challenges in arranging the educational process amid the covid-19 pandemic. The aim of the study was to determine the music teachers’ perspectives on the organization of the teaching-learning process during the Covid-19 pandemic. Studies conducted by several researchers (Akarsu, 2021, Biasutti et al., 2022, Gül, 2021, Pabst-Krueger & Ziegenmeyer, 2021 etc.) were used for the theoretical analysis. The study addressed the following research questions. RQ1: At what level do music teachers assess each of the study scales describing the organization of the teaching-learning process during the COVID-19 pandemic? RQ2: Whether music teachers’ opinions about the organization of the teaching-learning process during the Covid-19 pandemic depends on age? RQ3: Are music teachers’ perspectives on the organization of the teaching-learning process during the pandemic influenced by work experience? RQ4: Do music teachers’ views on the organization of the teaching-learning process during the Covid-19 pandemic depend on whether they work in a comprehensive school or another music-related educational institution? A questionnaire was created for data collection. This study involved 74 (N=74) music teachers from all over Latvia. The findings were reflected in three study scales: (1) Interpersonal relations, (2) Material-technical provision, and (3) Adaptation of the teaching-learning process. The study found that music teachers rated the interpersonal relationships with colleagues, school leadership and parents during the pandemic at a high level but with students at a medium level. The music teachers rated all statements regarding the material-technical provision at a medium level. Music teachers believe that classes only were adapted at a high level, but the adaptation of the teaching-learning process to the new epidemiological requirements to meet the students’ and teachers’ needs was at a medium level. The study revealed that music teachers’ perspectives on the organization of the teaching-learning process during the pandemic are not related to their age and the educational institution they work in but depending on their work experience. The results obtained in the study can be used to make the organization of the teaching-learning process more successful for music teachers in similar situations.

Keywords: Organization of the teaching-learning process, interpersonal relations, material-technical provision, adaptation of the teaching-learning process, music teachers, Covid-19 pandemic.

References:

[1] Akarsu, S. (2021). Investigating secondary school music teachers' views about online music lessons during the COVID-19 pandemic. Educational Policy Analysis and Strategic Research, 16(2), 160-172.

[2] Biasutti, M., Philippe, R. A., & Schiavio, A. (2022).  Assessing teachers’ perspectives on giving music lessons remotely during the COVID-19 lockdown period. Musicae Scientiae, 26(3), 585-603.

[3] Gül, G. (2021). Teachers' views on music education practices in secondary education in distance education during the COVID-19 pandemic process. Journal of Education in Black Sea Region, 6(2), 95-111.

[4] Pabst-Krueger, M., & Ziegenmeyer, A. (2021). Perspectives for Music Education in Schools After the Pandemic. Music Teacher Associations in Europe.