Pre-Service Teachers’ Perceived Confidence in Teaching Music to Children
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This study investigated the change of pre-service teachers’ perceptions in teaching music before and after they were introduced to music education. One hundred and sixty pre-service teachers of early childhood or childhood education programs from an urban public university in the US participated in the study. The course focused on constructing content and pedagogical knowledge in music. Data analysis results indicated that pre-service teachers were not confident in their knowledge about and ability to teach the eight different musical concepts before the course, but their perceived confidence increased significantly after the course. Their increases in knowledge about musical concepts were all consistently higher than the increases in their abilities to teach the concepts. They also strongly believed that classroom teachers should be able to teach musical concepts to children effectively and that it is important for teachersin general to incorporate music into the curriculum.
Abstract
This study investigated the change of pre-service teachers’ perceptions in teaching music before and after they were introduced to music education. One hundred and sixty pre-service teachers of early childhood or childhood education programs from an urban public university in the US participated in the study. The course focused on constructing content and pedagogical knowledge in music. Data analysis results indicated that pre-service teachers were not confident in their knowledge about and ability to teach the eight different musical concepts before the course, but their perceived confidence increased significantly after the course. Their increases in knowledge about musical concepts were all consistently higher than the increases in their abilities to teach the concepts. They also strongly believed that classroom teachers should be able to teach musical concepts to children effectively and that it is important for teachersin general to incorporate music into the curriculum.
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