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Survey data from 338 in-service teachers in Arizona, Texas, and Washington were analyzed by experience level: novice, experienced, and veteran educators. Teaching competencies were rated hardest and personal competencies easiest. Novice teachers viewed teaching and music as more difficult than veterans, while veterans rated personal competencies as least difficult. Most respondents linked acquisition of teaching competencies to job experience.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/acquiring-competency-in-music-teaching-and-personal-skill-areas-a-survey-of-in-service-teachers/600068/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/acquiring-competency-in-music-teaching-and-personal-skill-areas-a-survey-of-in-service-teachers/600068.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What competencies does the study examine?","Question",{"text":112,"@type":113},"The study examines competencies for music teaching across three categories: music, teaching, and personal skills/knowledge.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do teachers rate the difficulty of acquiring different competency categories?",{"text":117,"@type":113},"Participants viewed teaching competencies as the most difficult to acquire and personal competencies as the least difficult to acquire.",{"name":119,"@type":110,"acceptedAnswer":120},"What source do most participants report for acquiring teaching competencies?",{"text":121,"@type":113},"Most participants (77.5%) attributed teaching competency acquisition to job experience.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600068,1792188201,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Contributions to Music Education Vol. 46 (2021), pp. 35-52.  \nJoHn M. Denis Texas State University  \nolivia g. tucker University of New Mexico  \nAcquiring Competency in Music, Teaching, and Personal Skill Areas: A Survey of In-service Teachers  \nThe researchers investigated music teachers’ perceptions of the sources and difficulty of competency acquisition for music teaching  . Participants (N = 338) were music teachers in Arizona, Texas, and Washington  . Using categorized competencies for music teaching (music, teaching, or personal skills/knowledge), the researchers divided participants into three experience levels: novice, experienced, and veteran music educators  . Participants viewed teaching competencies as the most difficult to acquire and personal competencies as the least difficult to acquire  . Novice music educators perceived both teaching and music competencies as more difficult to acquire than veteran music educators, while veteran educators perceived personal competencies to be less difficult to acquire than both novice and experienced music educators  . The majority of participants (77  . 5%) attributed teaching competency acquisition to job experience  . The researchers found no significant differences regarding music teachers’ perceptions of competency category acquisition difficulty related to teaching specialization, although item-level differences emerged  .  \nKeywords: music teacher education, competency acquisition, music teacher experience  \nIntroduction  \nPreparing undergraduate music education students to successfully transition into the workforce is a complex undertaking (Ballantyne & Packer, 2004; Davis, 2006; Denis, 2019; Legette & McCord, 2014; MacLeod & Walter, 2011; Roulston et al., 2005) . Previous research regarding the skills/knowledge necessary for effective teaching, such as studies by Teachout (1997), Millican (2009, 2017), and Miksza et al. (2010), may inform music teacher educators’ decisions regarding  \nContributions to Music Education  \nuniversity curricula or in-service professional development. While these researchers have addressed the importance of individual skills/knowledge components, exploration into the nature of acquiring skills/knowledge among in-service teachers has been less common in music education (Denis, 2019; Miksza et al., 2010) . Such exploration may also prove meaningful for music teacher education.  \nConceptual Framework  \nResearchers have investigated the acquisition of the skills/knowledge necessary for effective music teaching through the lens of three common frameworks: core practices (Abramo, 2016; Forzani, 2014; Grossman et al., 2009; Millican & Forrester, 2018), pedagogical content knowledge (e.g., Ballantyne & Packer, 2004; Millican, 2017; Shulman, 1987), and competencies for music teaching (Denis, 2019), which was derived from skills/knowledge research (Miksza et al., 2010; Teachout, 1997) . Core practices are routine, research-based aspects of instruction that are limited to skills/knowledge that novice teachers “can begin to master”(Millican & Forrester, 2018, p. 157) . Pedagogical content knowledge is the understanding of the intersections between subject matter and teaching (Millican, 2017; Shulman, 1987) .  \nWe used competencies for music teaching as the conceptual framework for this study. While similar to both core practices and pedagogical content knowledge frameworks, competencies for music teaching differs in key characteristics. The competencies framework includes skills/knowledge related to professional responsibilities such as navigating non-musical duties and communicating effectively with colleagues, items that may not fit well within the skill mastery emphasized in the core practices framework. Furthermore, the core practices framework is inherently hierarchical, giving preference to practices that novices can master (Abramo 2016; Grossman et al., 2009), and may leave necessary skills and knowledge competencies underrepresented in preservi","cbCaimbMVPyaXFXm","https://ap.wps.com/l/cbCaimbMVPyaXFXm","pdf",196051,18,"English","# Introduction\n# Conceptual Framework\n# Literature Review\n## Competency Acquisition Sources and Difficulty\n## Competency Categories (Music, Teaching, Personal)","[{\"question\":\"What competencies does the study examine?\",\"answer\":\"The study examines competencies for music teaching across three categories: music, teaching, and personal skills/knowledge.\"},{\"question\":\"How do teachers rate the difficulty of acquiring different competency categories?\",\"answer\":\"Participants viewed teaching competencies as the most difficult to acquire and personal competencies as the least difficult to acquire.\"},{\"question\":\"What source do most participants report for acquiring teaching competencies?\",\"answer\":\"Most participants (77.5%) attributed teaching competency acquisition to job experience.\"}]","Acquiring Competency in Music, Teaching, and Personal Skill Areas - A Survey of In-service Teachers | PDF",1792089970,45]