Developing confidence and competence as a pre-service music teacher: personal epistemology in a middle years course

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Author(s)
Barton, Georgina
Griffith University Author(s)
Year published
2015
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For many pre-service music teachers the prospect of teaching in the 'real world' can be daunting, as they often lack classroom competence. Hence, they need to be prepared in ways that develops these kinds of capacities. This paper reports on findings from a research study into music teachers' professional preparation. It argues that levels of confidence are essential for pre-service music teachers as they help develop their capacities to frame and enact a personal philosophy or epistemology to the teaching and learning of music that secure their intended education purposes. In a middle years music education course, both ...
View more >For many pre-service music teachers the prospect of teaching in the 'real world' can be daunting, as they often lack classroom competence. Hence, they need to be prepared in ways that develops these kinds of capacities. This paper reports on findings from a research study into music teachers' professional preparation. It argues that levels of confidence are essential for pre-service music teachers as they help develop their capacities to frame and enact a personal philosophy or epistemology to the teaching and learning of music that secure their intended education purposes. In a middle years music education course, both under- and post-graduate students learn about teaching music to young adolescents in school settings. They are introduced to relevant theories and pedagogical practices to the teaching and learning of music in contemporary schooling contexts. An integral element of this course was for students to develop their own personal philosophy and approach to music education. To evaluate the efficacy of these experiences, these students were asked to participate in pre-course and post-course surveys and write personal philosophies that elicited data about their capacities and confidence to teach middle years music.
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View more >For many pre-service music teachers the prospect of teaching in the 'real world' can be daunting, as they often lack classroom competence. Hence, they need to be prepared in ways that develops these kinds of capacities. This paper reports on findings from a research study into music teachers' professional preparation. It argues that levels of confidence are essential for pre-service music teachers as they help develop their capacities to frame and enact a personal philosophy or epistemology to the teaching and learning of music that secure their intended education purposes. In a middle years music education course, both under- and post-graduate students learn about teaching music to young adolescents in school settings. They are introduced to relevant theories and pedagogical practices to the teaching and learning of music in contemporary schooling contexts. An integral element of this course was for students to develop their own personal philosophy and approach to music education. To evaluate the efficacy of these experiences, these students were asked to participate in pre-course and post-course surveys and write personal philosophies that elicited data about their capacities and confidence to teach middle years music.
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Journal Title
Australian Journal of Music Education
Volume
2015
Issue
3
Publisher URI
Copyright Statement
© 2015 ASME and the Authors. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Subject
Creative Arts, Media and Communication Curriculum and Pedagogy
Education
Psychology and Cognitive Sciences
Studies in Creative Arts and Writing