Approaches to increasing the competence and confidence of student teachers to teach music in primary schools

Hennessy, Sarah

doi:10.1080/03004279.2017.1347130

Cited by 23 publications

(33 citation statements)

References 8 publications

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“…While there was much to cover in a short timefor example, teaching about the Orff, Kodály, and Dalcroze approachesthe teaching-learning experience proved beneficial for students and for their future classrooms. It is no surprise that time provision for music education within ITE programs is rather limited (Prichard 2017;Kelly, 2015;Hennessy, 2017;Garvis & Riek, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…Research has shown that students lack prior music experience; some had bad music experiences at school and were told that they cannot sing; some lack commitment to engage with the subject as generalist students; some may not have had a chance to observe or teach music when on placement (Prichard 2017;Hennessy, 2017;Kelly, 2015;Ballantyne & Packer, 2004). For some, the time allocated for music education within their ITE program is insufficient to fully prepare them as generalist music teachers (Jeanneret 1997;Parliament of Victoria 2013;Hennessy, 2017). In a recent Australian study, Garvis and Lemon (2013) have found that the most prominent factor across 35 studies was that generalist primary teachers lack confidence in teaching the Arts (music).…”

Section: Confidencementioning

confidence: 99%

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Fostering a happy positive learning environment for generalist pre-service teachers: building confidence that promotes wellbeing

Joseph

2019

Brit. J. Music. Ed.

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Music is more than just sounds; engaging in music activities in educational settings may foster a sense of wellbeing. This paper explores whether positive learning environments can change attitudes and build confidence of students undertaking the Bachelor of Education (primary) program. As part of a wider study in Melbourne (Australia), using questionnaire data, this qualitative case study reports on two overarching themes (Wellbeing and Learning, and Skill Development and Confidence). I contend that a happy and safe teaching and learning space may promote and nurture the health and wellbeing of students who lack the confidence to teach music as generalist teachers.

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Section: Discussionmentioning

confidence: 99%

Section: Confidencementioning

confidence: 99%

Fostering a happy positive learning environment for generalist pre-service teachers: building confidence that promotes wellbeing

Joseph

2019

Brit. J. Music. Ed.

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“…Likewise, Flash (1993) and Binns (1994) believe that every teacher can teach and should not be inhibited by the absence of this support. Also, it should be noted that a lot of research has been done on this issue (Russell-Bowie, 2009;Garvis, 2013;Bremner, 2013;Hennessy, 2017, King, 2018, but no common agreement was found. Thus, to successfully carry out a musical pedagogical process, a primary school teacher must be specially prepared and ready to educate pupils for a pursuit of a pedagogical goal in a planned, methodical and desirable way (Rinkevičius, 2005).…”

Section: Primary School Teachers' Musical Competencementioning

confidence: 98%

“…Velička (2001), says that in Lithuanian primary schools the musical education is the weakest part, because of the lack of primary school teachers' musical literacy and quite often of the complete illiteracy. Analyzing the research conducted by many authors, it appears that the situation of musical education in primary schools is not promising: the number of students studying music is decreasing and one of the reasons why this happens in the academic literature is mentioned it is due to the low quality of primary school teachers' musical competence (Hennessy, Rolfe, and Chedzoy, 2001;Glover and Ward, 2004;Holden and Button, 2006;Hennessy, 2000Hennessy, , 2017. Some teachers teach music with very poor musical hearing, no rhythm sensation, weak singing, etc.…”

Section: Introductionmentioning

confidence: 99%

Peculiarities of Future Primary School Teachers’ Musical Competence

Abramauskienė¹

2019

International Conference on Education

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Musical education belongs to significant spheres of personality development and human expression. Music develops human imagination, enhances the emotional experience, evokes the human ability to perceive the organised world of sounds and stimulates the esthetical experience of this world. Many studies have shown that the importance of musical education is more important for primary school pupils than in later years. If before this age, in the families or schools the music education is not given enough attention, the child loses a lot (musical receptiveness, specific visual thinking), and later this kind of abilities for various reasons (disharmony of physical, emotional development, etc.) are more suppressed. Therefore, much of significance must be devoted to the musical education of future primary school teachers. The research data from qualitative and quantitative study analysis have highlighted the peculiarities of musical and pedagogical psychological competencies of primary school teachers.

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“…Hennessy 2017argues that less confident student teachers will not be challenged to try music teaching in their future career and later they prefer to exclude music from their teaching responsibilities (Hennessy, 2017).…”

Section: Literature and Theoretical Backgroundmentioning

confidence: 99%

Students' Expectations and Reflections About Piano Courses in Finnish Primary School Teacher Education

Sepp¹,

Hietanen

Enbuska

et al. 2018

SIE

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In Finland, music subject is part of National Core Curriculum and in the primary school stage (grades 1-6) usually taught by primary school teachers. To assure instruction of music education on a highly professional level, pre-service teachers are taught piano course as part of music didactics.This article reports findings of the pilot study carried out as part of ArcTop research project between University of Lapland and University of Helsinki to develop and improve primary school teacher education in both institutions. Students' expectations and reflections are examined through the lens of self-efficacy theory by Bandura (1977, 1986, 1997).The data were collected using an open-ended questionnaire to find out students experiences in piano playing and music reading as well as their self-reflections about the learning process. The answers (n = 97) were processed statistically and analysed using qualitative content analysis. The results revealed that most of the participants (n = 64) were inexperienced in piano playing. At the same time they were highly motivated and eager to learn and practice. The students also mentioned the lack of elementary music literacy knowledge and the insufficient number of contact lessons which give grounds for making further arrangements in the curriculum.

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Approaches to increasing the competence and confidence of student teachers to teach music in primary schools

Cited by 23 publications

References 8 publications

Fostering a happy positive learning environment for generalist pre-service teachers: building confidence that promotes wellbeing

Fostering a happy positive learning environment for generalist pre-service teachers: building confidence that promotes wellbeing

Peculiarities of Future Primary School Teachers’ Musical Competence

Students' Expectations and Reflections About Piano Courses in Finnish Primary School Teacher Education

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