Enhancing Pre-Service Music Teachers' Skills: A Three-Phase Blended Model via Digital Platforms

• Published in: Journal of Information Systems Engineering and Management
• Main Author: 2-s2.0-86000544776
• Format: Article
• Language: English
• Published: IADITI - International Association for Digital Transformation and Technological Innovation 2025
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-86000544776&doi=10.52783%2fjisem.v10i17s.2777&partnerID=40&md5=a1cb7f750f7f67ce10ed2d1ffafe2a51

Introduction: Micro-teaching represents a critical component in the preparation of pre-service music teachers, requiring continuous adaptation to contemporary educational environments. Traditional teaching approaches in this domain face increasing constraints that limit their effectiveness in today's digital landscape. The integration of modern educational technology and innovative teaching models presents a significant opportunity to transform how teaching abilities are developed in music education programs. Objectives: This study aims to explore the application and effectiveness of a three-phase blended learning model (before class, during class, and after class) that integrates information technology and digital resource platforms in micro-teaching courses. The research specifically focuses on identifying new strategies and methods for enhancing the teaching abilities of pre-service music teachers through this blended approach. Methods: The research employed qualitative methodology, conducting in-depth interviews with 12 music education students enrolled in micro-teaching courses at the university. The interviews focused on participants' experiences with the three-phase blended model, examining their perceptions regarding the integration of digital tools and resources in their pedagogical development. Results: The findings revealed several successful methodologies for implementing digital platforms across the three phases of instruction. Participants identified specific obstacles encountered during implementation, including technical challenges and adaptation difficulties. The research also uncovered valuable opportunities for refinement in employing digital tools and resources specifically tailored for music instruction, highlighting the unique considerations for technology integration in this discipline. Conclusions: This study provides evidence-based insights that can directly inform pedagogical practices, curriculum development, and teacher training programs in music education. The three-phase blended model offers a framework for creating more dynamic and effective learning environments for pre-service music teachers, equipping them with both traditional and digital competencies essential for contemporary music classrooms. Further research should explore the long-term impacts of this approach on teaching effectiveness and student outcomes in real-world settings. Copyright © 2024 by Author/s and Licensed by JISEM.