University of Pannonia, Veszprém PhD-School of Linguistics
Éva Kis-Kenesei
Changes in the musical studies and education of primary school teacher trainees Theses of the PhD dissertation Supervisor: Dr. habil. Kálmán Czakó, PhD associate professor
Veszprém 2010
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Table of Contents The topic of the paper ____________________________ 5 Aims __________________________________________ 7 Hypotheses _____________________________________ 8 Theoretical background of the research _____________ 10 Research methods and tools_______________________ 12 Results, conclusions _____________________________ 13 Practical applications____________________________ 18 Implications for Further Study ____________________ 19 List of publications______________________________ 21
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The topic of the paper I have been dealing with the music education of primary school teacher trainees since September 1975. Besides teacher training, children and teachers have been of primary importance in my career. Thus, triangulation of activities – public education, basic training in tertiary education and continuing training of teachers - characterize my work, complemented by constant self- education, further training and research work. Between 1981 and 1984 I have already performed surveys among teacher trainees. I find it worth examining the changes, students’ attitude towards elements of music education with respect to the changes in students’ everyday life and studies. The actuality of this topic is obvious, since higher education is going through such changes at present (Bologna process) which make researching fields of specialization and training fields necessary. In Hungary, Zoltán Kodály’s country music education of students should play a great role in children’s education. For music education, in order to play an important role in the system of education, emphasizing it within the education of teacher trainees would be necessary. Parents and society display a growing need towards art education that seems to be confirmed by the growing number of students in such schools. For this need to be satisfied at a high level, planning students’ music preparation needs to be done on the base of a solid knowledge on their music cultivation and preparedness. Increasingly important, that public education, basic higher education and further education should be built on each other with effective feedback and with maximum influence of innovation in terms of professional music development. 5
Primary school teachers perform primary general school programmes, educational – knowledge transfer tasks with respect to every subject and educational task. Therefore in training, these candidates have to be prepared to be able to perform this versatile task. Music has been of crucial importance in this work, consequently candidates are only admitted to this training of primary school teachers in case of musical competence – except for the period between 1975 and 1985. After secondary school teacher trainees will be qualified professionals being able to teach general and special subjects as well as their own field of expertise. This way they will be able to teach every subject in elementary school from 1st to 4th grades the subject corresponding to their special field of expertise in the 5th and 6th grades. Comparing the competencies of teacher training it is evident that primary school teacher training resembles the training of nursery school teachers in the sense that it provides a multilateral training, and it also resembles to teacher training because trainees will acquire knowledge in one special field. To sum up, as levels of education are built on each other in public education, higher education assures the possibility of proper transition in teacher training. Graduated primary school teachers have to respond the challenge of delivering versatile education to children while being true experts in a special area. Teachers in higher education have to ensure the input of trainees by testing entrants, to be able to train qualified primary school teachers (output).
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Aims Considerable amount of literature deals with the examination of music education and orientation involving different populations. Representatives of different disciplines are interested in the topic, naturally, from different perspectives. Music experts, sociologists, experts of public education, pedagogists and researchers are involved in researching music education. Although the population examined does not include either primary school teacher trainees or qualified primary school teachers. The importance of the present research will hopefully be supported by both efforts in educational science and changes in society. Because of the low prestige of the teaching profession it is not always the case that candidates of the highest general education apply. The same is true for music education. Therefore from time to time it is necessary to perform an analysis on the base of which experts with good music education will graduate, whose training meets the requirements of the primary school teacher’s profession. Based on the above statements the aims of the research can be defined as follows: Dilemmas of music education with respect to aesthetical demands examination of musical knowledge reflecting on specialist literature. Characteristics of music education change in primary school teacher training. Justifying changes that have taken place in musical knowledge of students with the help of questionnaires and other alternative methods. Mapping the opinion of teachers, public education workers and students in the connection of general education, learning and teaching. 7
Recommendations for the education programme on the base of this study. During the course of the study it turned out that we are talking about a multi-faceted problem that requires versatile research. Besides comparing the two periods examined, a need has arisen to shed light on other correlations. Corresponding these needs, besides student questionnaire analysis, examinations of the entrance-level aptitude test, evaluation of musical pieces listened, mapping the opinion of teachers, public education workers and students were performed. These examinations are to serve as theoretical prerequisites.
Hypotheses In the course of my everyday teaching activity I have come to the conclusion that music knowledge of primary school teacher trainees have changed as well as their relationship to music. In my research I tried to answer what characterizes this change and what its relationship to studies and education is like. Hypothesis formation was done with emphasis on the following topics: Music education of students (general data, music studies at school, free-time activities, musical orientation, music choices); Music activities of students (music excerpts listened to, folk songs of the entrance level basic music aptitude test); Opinion of professors (number of academic years, number of students, subjects, role of training, preparedness of students, their relationship with classical music, musical interest); Opinions of teachers, students and educators of graduate students 8
Based on current educational procedures, on our experiences in connection with change and on research evidence, our hypotheses are the following: 1. The ratio of male students remains unchanged after a few decades; the ratio of technical secondary school graduates (with good result on the final-exam) grows. The majority of parents of the latter group are highschool graduates. 2. Before the start of college training students were engaged in music at different levels; almost everybody liked music classes and teachers; they can formulate the training requirements supporting the primary school teaching profession as well. 3. In their free time students treat music as a form of entertainment and this, being part of their selfaccomplishment, is second of priority. 4. Mass media instruments play a definitive role in students’ music interests, although at the same time less of them and less often do they go on live music concerts. 5. Nowadays students’ music choices are dominated by popular, modern music; in their relationship with classical music periods and styles stability can be observed. 6. Students prefer modern, popular music excerpts they listened to, more, than the classical music excerpts. 7. Fewer students enter the aptitude test, and the ratio of pass and fail with regards to music aptitude does not change. On the test students usually perform folk songs learned at school. 8. Teachers teach more subjects to fewer students, as they work on enlarging students’ music interests and refining musical taste.
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9. Primary school teacher trainees have more positive than negative experiences of their own, during their music studies. 10. Teachers, students and educators have mostly positive opinions of graduate students.
Theoretical background of the research General education is a cultural level, different in every society and age that a society sets as a standard for its members. According to an older view general education is a state that one can achieve by discovering and internalizing values. During the course of this process, cultural values make the person more valuable by developing his abilities, way of thinking, orientation, moral views and behaviour. A new view calls attention to the opinion, that general education can never have a well defined level, that is, it is viewed as a process, where the forward movement and dynamics of the process indicates the level and need for internalizing general knowledge. As general education can’t have a final state, its content can’t be well-defined and applicable to everyone. The content of general education is characterized by experience, way of life, work and individual interests. These things are different in the case of every person, so is the content of general education. Naturally, age and society will form common characteristics. At the same time specialist education has to be of central position within general education. At this point the population examined, that is primary school teacher trainees, and development, the need for displaying the process during training will connect.
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The evaluation tries to make clear, with the help of specialist literature, the basic concepts n the context of the ever renewing, and changing system of context. The present analysis takes into account the Kaposvár data on the first place, but the results are very likely to be applicable on the whole of primary school teacher trainees. Our public thinking does not take into account the importance of aesthetical-artistic education’s effect on personality. Neglecting aesthetical education affects all areas of intellectual life. The following factors visibly influence the effectiveness of aesthetical education: distinctive features of the teacher’s behaviour, characteristics of the students’ activities from the point of view of content, extent and organization, methods of applied education, Environmental conditions. For the analysis of music education’s role in education in general I received help from the following sources: Zoltán Kodály, Zoltán Laczó, Katalin L. Nagy, János Gonda. One of the crucial points of education should be the formation of values of schoolchildren. Forming a balance between the aesthetical values represented by the teacher (that is the hierarchy of the ‘universally valuable’) and the values of students (that is ‘valuable for me individually’). Our job is to arise the young’s aesthetical need and turn it towards higher forms of art. Several surveys have taken place in Hungary in the past couple of decades, which examined music orientation and education of different populations. Attila Malecz examined the Hungarian adult population’s music orientation, Strém Kálmán summarizes experiences in music education, Szapu Magda introduces youth group culture with respect to Kaposvár high-school students; many surveys examine the 11
young’s music orientation in the circle of music school students, high school students, elementary school students. Besides questionnaires listening to music was also evaluated. In the sociological approach of music education Ágnes Losonczi’s work is definitive. It was also necessary to overview some aspects and changes of primary school teacher training. In this venture I greatly relied on the works of Györgyné Hunyadi, Elemér Kelemen and József Zsolnai.
Research methods and tools In my research I followed the inductive method, starting from the pedagogical reality and draw consequences on the base of the respective data. With respect to research methods and data collection methods exploratory methods include document analysis, content analysis, written interview is employed, and from the processing methods I use statistical methods and qualitative analyses. Tools of research include: questionnaires, attitude-scale, and students’ written documents, students’ narratives on music orientation, song-lists from the basic music aptitude test, surveys and written accounts of teachers. When choosing methods and tools the aspects of validity and reliability were taken into account. Validity covers the validity of tools with respect to the theory examined; reliability shows how exactly the tools show the presence of indicators in real life. Analysis of questionnaires has been done with the help of computers. Naturally this time I have also used the EXCEL and SPSS programmes. Some documents required individual processing.
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For performing the research I considered the following factors: The main aspect was to gather ample amount of data. The other main aspect was to be able to handle the data in a simple form.
Results, conclusions The result of the survey is that on the base of exact indicators and sub-areas, students’ deficiencies can be clearly seen. These deficiencies might adversely affect their preparation or their teaching profession. In the possession of the results areas of improvement can be clearly seen, and can be developed either during school lessons or individually. The aims, duties and competencies set out in the new education and graduation standard of elementary school teacher trainees can be fulfilled so graduate trainees receiving degrees will possess proper music knowledge. In the questionnaire of teacher trainee music cultivation I examined the change of five main areas: general data of students, music studies at school, free time activities, music orientation, music choices. Changes in several areas verify that characteristics of students have changed. These changes prompt us to reconsider some aspects in training primary school teachers. The teaching profession is mainly dominated by women, the percentage of male primary school teacher trainees is about 10 % in both times examined. Nowadays about fifty percent of students arrive from secondary technical schools and not from secondary schools. These years are left out from their secondary school study years, which need to be remedied. As for final exam results there is a positive 13
tendency, two-thirds of students finish with good results that provide good basis for higher education studies. Half of the students live in the town, half of them in villages; that obviously means different possibilities for them in terms of music. Regarding parents’ schooling, primarily children of parents with secondary education choose this beautiful profession. Music studies at school definitely have positive influence on music cultivation of students in terms of their chosen profession. This makes it very unfortunate that less than ten percent of student took specialized music classes at elementary school. On the other hand almost the full population liked music lessons and teachers. At the beginning of their tertiary training students are not very brave to admit they would be willing to teach the subject in the future. In the past decade the number of choir members has increased, almost half of our students have gone to music school for more years and have learned to play more musical instruments. We are glad to find out that students are willing to continue playing music actively during their college years. On the list of free-time activities reading books, listening to music, talking to friends, meeting peers, going to theatre and relaxing are ranked as important. Unfortunately those activities that would require a more serious commitment towards music have moved towards the end of the importance list. Music dominantly symbolizes entertainment, relaxation for most of the students and only second rate are the functions of enjoyment and source of self-education. From the point of view of gaining education it is important what interest student’s display towards music. It can be said that basically they get information about music life from mass communication; the role of school is minor. 14
They listen to music programs on the radio while doing something else in the meantime. Nowadays on television programs the dominance of lighter music styles appears. Everybody has a music tape or CD, but only every fifth of them is classical music. Our students regularly listen to contemporary music, but only rarely do they listen to classical music. Half of the students do not go to concerts, but among those who do, every second goes to both classical and contemporary music concerts. At this point we can not only build on their interest in classical music but it is necessary to arise students’ interest towards classical music. Evaluation of students’ music preferences has enforced the data listed above. Nowadays students’ music preference has shifted towards contemporary music. More than sixty percent of students would take pieces of contemporary music with them to a desert island. It is obvious that while classical music choices are influenced by formal education, the choice of contemporary music is influenced by mass communication and today’s fashion. As for styles and periods of classical music students prefer and understand the works of the romantic period, songs and folk music. On the base of these experiences we have to prepare our students on internalizing a wider understanding of music, where those pieces will also take place that students do not prefer in their own entertainment, but they would be indispensable during their own teaching profession. Through the examination of music activities we have an opinion of how students relate to a certain music excerpt. In the five-grade scale there are three distinct groups. A very positive opinion on contemporary music, in the middle, around three related to classical and jazz music and the less liked were the authentic folk music pieces and contemporary orchestra music. As a matter of fact this examination has validated the answers provided by questionnaires 15
previously, so students do not really like music they encounter in formal education. At this point we have to mention that for the basic entrance music aptitude test students choose songs learned at elementary school. On this ground the role of formal education is definitive. Besides questionnaires filled out by students, teachers training them were asked as well. Most of the teachers were working in education for an average 15-20 years dealing with about 150 students, teaching several subjects, so they had the chance to have an opinion of their students. According to most of them, every subject taught by them is suitable for transmitting music knowledge, continuous development and preparation for a future teaching job. There were some of them who stressed music history and music literature among the subjects and most teachers called attention to the role of extracurricular activities in this matter. Crucial importance of concerts was stressed particularly those where students participate either as chorus member or instrumental performer and this way contribute to their and their peers’ music enjoyment. It is an unfortunate fact that teachers judge students’ music preparedness as worse. This is not characteristic of the major, but characteristic of music preparedness as the previously listed reasons show. Teachers explain it by general disinterest, insufficient preparation, weakness of morale and professionalism and the decrease of social appreciation. Teachers know the young in terms of their relationship to styles and periods of classical music as well. The discrepancies are not particularly characteristic compared to students’ judgements; still it calls attention to the fact that in education it is important to be able to see clearly students’ 16
emotional orientation as well as their knowledge. It is particularly important when teaching art subjects. According to teachers, students get information about music life from school and mass communication. Knowing student opinions, this might only be a wish that could be achieved with a little attention. Listening to students’ opinions about their music education should be an important factor in planning their studies. During the course of written interviews it became obvious that they form a positive opinion about those music activities that we also consider important in light of future music education, and they spoke negatively about the absence of these. These forms of activities are listening to music, playing music actively and learning music theory. Teacher trainees, professors and leaders of schools expressed their opinion about the studies of final-year teacher trainees. One of the most accentuated areas of primary school teacher training is the professional school practice. This area provides the connection between higher education and public education. A detailed examination of this practice is needed for the continuous reformation and renewal of teacher training. Those primary school teacher competencies, that are essential for meeting the requirements of public education, are summarized in the new qualification requirements. A survey was carried out among our graduating students to receive feedback about their satisfaction on education. One segment of the survey was the students’ evaluation on their musical education. Since specialization is an important factor in teacher education, I separately examined the answers given by students specialized in music. Students judge their education appropriate based on their personal development and teaching competence. Most of the students state that courses provide proper preparation for teaching. 17
The majority of students are satisfied with the competence of lecturers and in-school mentors, students have mainly positive experiences about their education. There is a close relationship between the investigated areas, the results are applicable to the population represented by the participants of the survey.
Practical applications This exploratory and descriptive study provides a picture primarily of primary school teacher trainees in Kaposvár, and which will serve as a base for drawing conclusions regarding the teaching profession and its practices. With a research influencing and representing different music education, it will be possible to provide foundation for further research, building results into the system of training teacher trainees and practicing teachers, preparation for public education and practical training. It is advantageous that students participating in the training and teachers have a correct picture of these areas and the tendencies of change. We need to build results of research in the training because these areas would not count at the entrance to tertiary education, but indispensable when preparing for a profession. This makes it necessary to deal with these areas in the duration of the training and plan according to this information. With such demands of the teaching profession students can face with either at school or during extracurricular activities. In these areas results can only be achieved by paying particular attention. At present in Kaposvár primary school teacher training students are informed about the results of the research in methodology lessons. Students naturally are informed about the possibilities given by the college faculty; possibilities for music education in town, at various subjects throughout the 18
four-year program teachers touch the necessary findings. Furthermore the writer of this research has informed the public about partial results of the work in several conferences. The topic has gained wider publicity in national publications, periodicals, institutional publications. This way the results of the research became known by a wider professional audience, they provided their opinion and evaluated it. This has called the attention of professionals dealing with music to the phenomena examined. Changes happening in Hungarian higher education, in light of the Bologna process the transformed primary school teacher trainee program will start in September 2006 the earliest. The research findings, conclusions and recommendations for further application will hopefully positively influence the content of the new major’s training programme and the realization of teacher trainee competencies.
Implications for Further Study Further research of the specialist literature, the clarification of notions and the expansion of theoretical research on the topic the practical use of his research is mainly in the intensive connection with practice. In national research the present study could be expanded to all primary school teacher training institutions. That is, to what extent will the Southern-Transdanubian data be characteristic to all institutions in the country at the full number of teacher trainees. As a consequence there would be a possibility for further harmonization of training and content and organization of new joint programs. Corresponding to the national samples there would be a need to join students at teacher training institutions of the 19
European Union. This education itself should have a European culture as a prerequisite with Hungarian characteristics. All home institutions have bilateral agreements and partner institutions, first of all it would be worth starting a study program content harmonization with them, and continue research in that framework as well. There would be a need to examine among school-leavers that the changes made in their training had their results. This examination can be performed in May 2010 first and continuous attention needs to be paid since we are talking about the measurement of results after change of a program. It would be important to examine the aspect effecting public education, if it is harmonic in the system of teaching practice the response to elementary school demands, the opinions of practice schools and teacher trainers. There is a possibility for this in the last semester during students’ outside complex school practice. It is also vital that we train teachers already working as trainers. Continuing further education programs, courses and training ending with professional exam. From the point of view of internalizing the latest achievements in music education it is important that we give the best possible training building on the needs of public education and the results of tertiary education. Further research and studies help us realizing the present aims.
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List of publications Books, book chapters Kis J-né Kenesei É.: Zenei nevelés az óvodában. Szöveggyűjtemény. Hovánszki Jánosné (szerk.) Debrecen: Didakt Kiadó, 2008. Alternatív lehetőségek a zenepedagógiában: Zenei nevelési irányzatok külföldön; Mindenütt zene; Játékos légző- és hangképző-gyakorlatok. 76-97. p. Scientific publications Foreign language publications Kis J-né Kenesei, É.: Das Dilemma der Musikerziehung in Ungarn. In: Unterricht und Kultur. [online] 2008. 1. 1. 5173. p. http://www.eduscience.hu ill. http://www.freeweb.hu/ eduscience/untkult081.pdf Kenesei, É.: Beiträge zur Musikerziehung in Ungarn. In: Musikerziehung, Jahrgang 63, ISSN 0027-4798, April/Juni/Juli, 2010. 4 p. Kenesei, É.: Beiträge zur Musikerziehung in Ungarn. In: Scientia Pannonica Tudományos Folyóirat, 2010. 4. 1. sz. (Letöltés: 2010.06.21.) HU ISSN 2060-3819 http:// scipa.unipannon.hu/index.php?option=com_content&task= view&id= 105&Itemid=28 Kenesei, É.: Thoughts on erudition, culture, music in teacher training. In: US-China Education Review, ISSN 1548-6613, USA, Dec. 2010, Volume 7, (Serial No. 73) 13 p. Hungarian language publications Kis J-né Kenesei É.: Az oktatott ismeretanyag hasznosulása a tanító szakon. In: Képzés és gyakorlat. 2006. 4. 1. sz. 1-7. p. 21
Kis J-né Kenesei É.: Kodály Zoltán a tanítók képzéséről. In: Iskolakultúra, 2007. 17. 11-12. sz. 151-163. p. Kis J-né Kenesei É.: Kodály Zoltán a tanítók képzéséről. In: Kútbanézők. XIII. Újabb Művészetpedagógiai Írások az Academia Ludi et Artis műhelyeiből. Academia Ludi et Artis, 2007. 156-175. p. Kis J-né Kenesei É.: Tanító szakos hallgatók véleménye zenei felkészítésükről. In: Studia Caroliensia, 2007. 7. 4. sz. 111-136. p. Kis J-né Kenesei É.: A tanítóképzés megjelenése Kodály Zoltán írásaiban és mai gyakorlata. In: Parlando. 2008. 50. 1. 14-18. p. Kenesei É.: A hallgatók véleménye felkészítésükről. In: Képzés és Gyakorlat. 2008. 8. 2-3. 57-83. p. Kis J-né Kenesei É.: A zene szerepe végzős tanító szakos hallgatók szabadidős tevékenységében. In: Magyar Pedagógia. 2008. 108. 4. 319-339. p. Kis J-né Kenesei É.: A végzős tanító szakos hallgatók külső szakmai gyakorlatáról. In: Pedagógusképzés. 2009. 7. (36.) 1. 77-88. p. Kis J-né Kenesei É.: Zenéről a felsőfokú tanítóképzés 50. évfordulóján. In: Új Pedagógiai Szemle. 2009. 59. 7. 74-94. p. Kis J-né Kenesei É.: Gondolatok műveltségről, kultúráról, zenéről a felsőfokú tanítóképzés 50. évfordulóján. In: ÓTE Tükörkép. Válogatás az óvó- és tanítóképző főiskolák, ka22
rok oktatóinak tanulmányaiból. Óvó- és Tanítóképzők Egyesülete. Baja, 2009. 88-100. p. Kenesei É.: Kodály évfordulók után. (Részletek „Visszatekintve előretekinteni” c. tanulmányból.) Szigeti Magyarság Online. Vancouver Sziget – Magyar Társasköreinek Tájékoztatója. Island Hungarians – Newsletter – Online Version. 2010. március-április – March-April, 2010 http://www.hungariansocietyofvictoria.org/kodalyevfordulok-utan-03042010.htm Letöltés ideje: 2010.04.06. Kenesei É.: Kodály évfordulók után. – 2. Szigeti Magyarság Online. Vancouver Sziget - Magyar Társasköreinek Tájékoztatója. Island Hungarians – Newsletter – Online Version. 2010. május-június – May-June, 2010 http://www.hungariansocietyofvictoria.org/kodalyevfordulok-utan2-05062010.htm Letöltés ideje: 2010.06.04. Proceedings were published in full length publications Kis J-né Kenesei É.: Tanító szakos hallgatók zenei műveltségének vizsgálata. In: Az erkölcs szépsége. Die Schönheit der Moral. (Szerk.: Czirják J. et al.). VIII. Nemzetközi Erkölcs-, Művészetfilozófiai és Nevelési Konferencia. Kaposvári Egyetem Csokonai Vitéz Mihály Pedagógiai Főiskolai Kar 2003. augusztus 27-29. Kaposvár, 2005. 566-572. p. Kis J-né Kenesei É.: Szakvezetői vélemények a tanító szakos hallgatók összefüggő szakmai gyakorlatáról. In: Interdiszciplinaritás a pedagógiában. Szerk. Kereszty Orsolya. Kaposvári Egyetem Pedagógiai Főiskolai Kar, Kaposvár, 2008. 165-176. p. Kenesei É.: A zenei képzés értékelése. In: A Dunaújvárosi Főiskola közleményei. XXX. II. kötet. A Magyar Tudomány 23
Hete 2008 Konferenciasorozat „A tudomány az élhető Földért”. A Bölcsészet- és Társadalomtudományi Konferencia előadásai. Fel. szerk. Rádai Levente. Dunaújváros, 2008. 107-126. p. Proceedings were published in abstracts Kis J-né Kenesei É.: A végzős tanító szakos hallgatók véleménye zenei felkészítésükről. Képzés és Gyakorlat konferenciák II. Új utak, módszerek, nézőpontok a pedagógiában. Nemzetközi Neveléstudományi Konferencia a Kaposvári Egyetem Pedagógiai Karának, a Magyar Pedagógiai Társaság Neveléstörténeti Albizottságának és a MTA PAB Neveléstörténeti Munkacsoportjának rendezésében, Kaposvár, 2008. április 18. 31. p. Kis J-né Kenesei É.: A zenei képzés értékelése. VII. Interdiszciplináris Nemzetközi Tudományos Konferencia, „A tudomány az élhető Földért” a Magyar Tudomány Hete 2008, Dunaújvárosi Főiskola, Dunaújváros, 2008. november 11. 12. p. Kis J-né Kenesei É.: Középpontban a tanuló – módszertani sokszínűség a zenében. 50 éves a felsőfokú tanítóképzés jubileumi konferencia. A szekcióülések kivonatai. Kaposvár, Kaposvári Egyetem Pedagógiai Főiskolai Kar, 2009. május 15. 26. p. Kis J-né Kenesei É.: Így kezdtük – itt tartunk. Ének-zene a felsőfokú tanítóképzésben. A tanítóképzés múltja, jelene 2. Absztraktok. 50 éves a felsőoktatás. 1959/60-2009/10. Szombathely. Nyugat-magyarországi Egyetem Savaria Egyetemi Központ Művészeti, Nevelés- és Sporttudományi Kar Tanítóképző Intézet, Szombathely, 2009. november 5-6. 17. p. 24
Kis J-né Kenesei É.: Ötven év – A zenei képzés csomópontjai a felsőfokú tanítóképzésben. Neveléstudomány – Integritás és integrálhatóság. Inter- és multidiszciplináris szemlélet, többnyelvűség, multikulturalitás az oktatás és nevelés elméletében és gyakorlatában. Program. Tartalmi összefoglalók. Magyar Tudományos Akadémia, Neveléstudományi Bizottság, Pannon Egyetem Modern Filológiai és Társadalomtudományi Kar, Angol-Amerikai Intézet. IX. Országos Neveléstudományi Konferencia, Veszprém 2009. november 1921. 227-228. p. Presentations Kis J-né Kenesei É.: Tíz év a változások tükrében. c. előadás. „Tanítóság: szakma, mesterség, hivatás” c. konferencia – Budapest, MTA Székháza. Magyar Pedagógiai Társaság szervezésében. 2004. június 2. Kis J-né Kenesei É.: Az ének-zene tárgy óraszámai a felsőfokú tanítóképzésben. – Tudományos Napok – Kaposvár, 2005. április 7. Kis J-né Kenesei É.: Elégedettség vizsgálat a tanító szakon. – Tudományos és Művészeti Napok – Kaposvár, 2005. november 3. Kis J-né Kenesei É.: Tanító szakos hallgatók zenei ízlésének vizsgálata. – MTA Pécsi Területi Bizottsága Pedagógiai Munkabizottság „Kutatás közben” c. felolvasó ülése. PAB székház, Pécs, 2005. november 29. Kis J-né Kenesei É.: Szakvezetői vélemények a tanító szakos hallgatók összefüggő szakmai gyakorlatáról. – „Képzés 25
és Gyakorlat” c. Nemzetközi Neveléstudományi Konferencia, Kaposvári Egyetem 2007. április 27. Kis J-né Kenesei É.: Tartalmi változások a tanítók zenei képzésében. – „A pedagógusképzés a 19-20. században európai kitekintéssel” c. Nemzetközi Neveléstörténeti Konferencia Pécsi Tudományegyetem Illyés Gyula Főiskolai Kar – Szekszárd, 2007. június 1. Kis J-né Kenesei É.: A tanítóképzés megjelenése Kodály Zoltán írásaiban és mai gyakorlata. – Kodály megemlékezés születésének 125. és halálának 40. évfordulója alkalmából. 2007. november 17. Zenetanárok Társasága (ZETA) Music Teachers’ Association. Budapest. Kis J-né Kenesei É.: A végzős tanító szakos hallgatók véleménye zenei felkészítésükről. „II. Képzés és Gyakorlat: Új utak, nézőpontok, módszerek.” c. Nemzetközi Neveléstudományi Konferencia, Kaposvári Egyetem, Kaposvár, 2008. április 18. Kis J-né Kenesei É.: A zenei képzés értékelése. VII. Interdiszciplináris Nemzetközi Tudományos Konferencia, Dunaújvárosi Főiskola, Dunaújváros, 2008. november 11. Kis J-né Kenesei É.: A zenei képzés értékelése. VII. Interdiszciplináris Nemzetközi Tudományos Konferencia. Dunaújvárosi Főiskola, Dunaújváros, 2008. november 11. Kis J-né Kenesei É.: Adaptivitás a zenei nevelésben – Varró Margit üzenete. Történelmi ívek a magyar zenepedagógiai gondolkodásban. A Zenetanárok Társasága Országos Konferenciája. Budapest, 2009. április 4. 26
Kis J-né Kenesei É.: Középpontban a tanuló – módszertani sokszínűség a zenében. 50 éves a felsőfokú tanítóképzés jubileumi konferencia. Kaposvár, Kaposvári Egyetem CSPFK, 2009. május 15. Kis J-né Kenesei É.: A kisgyermekek zenei nevelésének módszerei. Óvóképzés, óvodai élet múltja és jelene középeurópában. Nemzetközi konferencia. Nyugat-magyarországi Egyetem Benedek Elek Pedagógiai Kar, Óvó- és Tanítóképzők Egyesülete, a tanító- és óvóképzést folytató intézmények Főigazgatói Kollégiuma, Sopron, 2009. október 2. Kis J-né Kenesei É.: Így kezdtük – itt tartunk. Ének-zene a felsőfokú tanítóképzésben. A tanítóképzés múltja, jelene. II. Neveléstörténeti, tanítóképzési konferencia. Nyugatmagyarországi Egyetem Művészeti, Nevelés- és Sporttudományi Kar Tanítóképző Intézet, az MTA Veszprémi Területi Bizottság Neveléstörténeti Munkabizottsága, Alternatív Pedagógiai Munkabizottsága, a Neveléstudományi Egyesület Szombathely, 2009. november 6. Kis J-né Kenesei É.: Ötven év – A zenei képzés csomópontjai a felsőfokú tanítóképzésben. Neveléstudomány – Integritás és integrálhatóság. Inter- és multidiszciplináris szemlélet, többnyelvűség, multikulturalitás az oktatás és nevelés elméletében és gyakorlatában. IX. Országos Neveléstudományi Konferencia. Pannon Egyetem, Veszprém, 2009. november 20.
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