| The purpose of this study was to examine instrumental music teacher educators' perceptions regarding the level of automaticity of teaching knowledge and skill expected of beginning instrumental music teachers. The development of automaticity in some music educator skills may help beginning teachers avoid praxis shock, cognitive overload, burnout, and attrition. Instrumental music teacher educators (n = 303) completed an online survey, in which data on their programs' curricula, evaluation methods, and automaticity expectations were gathered. Expectations for teaching and performance skills were significantly different, with performance skills expected to be more automatic. Primary instrument performing and teaching, conducting, and performing on secondary instruments were highest rated at the approaching automatic level. Overall, the remaining skills were expected to be beginning automatic. None were expected to be completely automatic or nonautomatic. Correlations were weak or nonexistent between automaticity expectations and different characteristics and evaluations approaches of music teacher education programs. This study provided a picture of the current state of music teacher education, which might have implications for the development of beginning instrumental music teachers. Future research may further develop this new connection between automaticity and music teacher education.;Keywords: automaticity, instrumental music, teacher education, music education, curriculum, evaluation, skill, teaching, performance. |
