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Pre-Service Primary Teachers' Experiences and Self-Efficacy to Teach Music: Are They Ready?

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Title: Pre-Service Primary Teachers' Experiences and Self-Efficacy to Teach Music: Are They Ready?
Language: English
Authors: Lowe, Geoffrey M., Lummis, Geoffrey W., Morris, Julia E.
Source: Issues in Educational Research. 2017 27(2):314-329.
Availability: Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Peer Reviewed: Y
Page Count: 16
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Preservice Teachers, Elementary School Teachers, Music Teachers, Self Efficacy, Teacher Competencies, Foreign Countries, Mixed Methods Research, Experience, Interviews, Questionnaires
Geographic Terms: Australia
ISSN: 1837-6290
Abstract: Music is essential in developing the young brain, particularly skills relating to concentration, filtering, information retrieval, verbal competencies, mental visualisation, problem solving, empathy and personal expression. With the introduction of the Australian National Curriculum and its adoption as the basis of the Western Australian P-10 music syllabus, there is cause to reflect on the effectiveness of music provision within teacher education courses and pre-service generalist teachers' abilities to deliver the new music syllabus. Accordingly, a mixed method study was conducted with first and fourth year Bachelor of Education primary students at a Western Australian university, to investigate students' music experiences prior to and during the course. Fourth year graduating students were also asked to reflect on their self-efficacy to teach music based upon the course. For this article, selected data from 2013 and 2014 is presented as descriptive statistics along with interview observations to contextualise the findings. While students generally reported encouraging levels of musical engagement, this did not translate into self-efficacy to teach music. This article emphasises the importance of building pre-service teacher self-efficacy to support ongoing personal and professional engagement with music so future generations of young people can benefit from sustained, quality music education in primary schools.
Abstractor: As Provided
Number of References: 40
Entry Date: 2017
Access URL: https://www.iier.org.au/iier27/lowe.pdf
Accession Number: EJ1138444
Database: ERIC
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  Data: Pre-Service Primary Teachers' Experiences and Self-Efficacy to Teach Music: Are They Ready?
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  Data: <searchLink fieldCode="AR" term="%22Lowe%2C+Geoffrey+M%2E%22">Lowe, Geoffrey M.</searchLink><br /><searchLink fieldCode="AR" term="%22Lummis%2C+Geoffrey+W%2E%22">Lummis, Geoffrey W.</searchLink><br /><searchLink fieldCode="AR" term="%22Morris%2C+Julia+E%2E%22">Morris, Julia E.</searchLink>
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  Data: Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
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  Data: 1837-6290
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  Label: Abstract
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  Data: Music is essential in developing the young brain, particularly skills relating to concentration, filtering, information retrieval, verbal competencies, mental visualisation, problem solving, empathy and personal expression. With the introduction of the Australian National Curriculum and its adoption as the basis of the Western Australian P-10 music syllabus, there is cause to reflect on the effectiveness of music provision within teacher education courses and pre-service generalist teachers' abilities to deliver the new music syllabus. Accordingly, a mixed method study was conducted with first and fourth year Bachelor of Education primary students at a Western Australian university, to investigate students' music experiences prior to and during the course. Fourth year graduating students were also asked to reflect on their self-efficacy to teach music based upon the course. For this article, selected data from 2013 and 2014 is presented as descriptive statistics along with interview observations to contextualise the findings. While students generally reported encouraging levels of musical engagement, this did not translate into self-efficacy to teach music. This article emphasises the importance of building pre-service teacher self-efficacy to support ongoing personal and professional engagement with music so future generations of young people can benefit from sustained, quality music education in primary schools.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 314
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Music Teachers
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Mixed Methods Research
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      – SubjectFull: Experience
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      – SubjectFull: Interviews
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      – SubjectFull: Questionnaires
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      – SubjectFull: Australia
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      – TitleFull: Pre-Service Primary Teachers' Experiences and Self-Efficacy to Teach Music: Are They Ready?
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              Y: 2017
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