Abstract
This paper examines the factors affecting the teaching confidence and beliefs of pre-service teachers in music education in primary schooling. It reports on a current longitudinal study being undertaken at Macquarie University focusing on teacher education students. The study aims to identify factors that affect music teaching self-efficacy (i.e. their belief in their ability to teach music) and any changes that occur over time as a result of professional development. This paper outlines early results, which indicate that, despite a significant proportion of subjects having had some background in formal music learning and, all subjects having completed the initial stage of their professional preparation, there is still a great reluctance to teach music in primary schools. Results will be examined and implications discussed for the refinement of current professional training and the development of new learning approaches in pre-service teacher education programs.
| Original language | English |
|---|---|
| Pages (from-to) | 1-16 |
| Number of pages | 16 |
| Journal | The International Journal of Learning |
| Volume | 8 |
| Publication status | Published - 2002 |
Bibliographical note
Copyright Common Ground and The Author/s. Article originally published in International journal of learning, Volume 8, pp. 1-16. This version archived on behalf of the author/s and is available for individual, non-commercial use. Permission must be sought from the publisher to republish or reproduce or for any other purpose.Keywords
- music teaching
- self-efficacy