Confidence development in non-music specialist trainee primary teachers after an intensive programme

Abstract

The issue of music teacher training for primary generalist teachers is shared by many\ud countries in the world. We know from a range of studies which factors contribute to\ud teachers’ abilities and confidence, but there are fewer studies that document the possible\ud training approaches and interventions that might improve the outcomes. This article\ud describes an international educational experience addressed to 23 trainee primary teachers\ud coming from Austria, Italy, the Netherlands and Slovenia. The Intensive Programme1 called\ud ‘International Summer School in EducatingMusic Teachers’ (ISSEMT) was offered at Padova\ud University, Italy with the purpose of fostering confidence and competences among trainee\ud generalist teachers for teaching music in the primary school. In planning the didactic\ud approach of the ISSEMT, methods designed to enhance participants’ understandings of\ud teaching creatively and teaching for creativity were adopted. The entire educational activity\ud was evaluated by students using questionnaires and discussion. In addition, a follow-up\ud interview was conducted with students after two years and five months, at the end of\ud the ISSEMT. Students refer to the improvement of confidence in teaching music and the\ud application of a creative approach. They appreciated the approach, the practical teaching\ud ideas and the way the course closely related to their educational needs. These results are\ud discussed in the framework of confidence development of the generalist teacher in the\ud primary school for teaching music. The key factors that contributed to the effectiveness of\ud the ISSEMT are also discussed

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

“…Generalist teachers often lack confidence to teach music in the primary classroom (Biasutti, Hennessy & de Vugt-Jansen, 2015;Joseph, 2014;Baldwin & Beauchamp, 2014;Ballantyne et al 2008;Russell-Bowie, 2009;Holden & Button, 2006). Tertiary music educators are challenged to prepare students for the classroom.…”

“…Therefore, by providing a range of music activities that can be used in the classroom, modeling good practice that empowers students to take risks, and asking questions in a safe and happy environment may be a way for students to build their confidence and competency skills. Creating a learner-centered approach for students that promotes creativity and divergent ways of learning is essential in order for students to be active learners (Biasutti , Hennessy & de Vugt-Jansen, 2015). This environment may foster a sense of wellbeing where students feel happy (Sheldon & Lyubomirksy, 2006).…”

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

“…Yet, several research results have revealed serious problems the generalists face when teaching music in basic school (Swanwick, 1992;Hennessy, 2000;Holden & Button, 2006;Wiggins & Wiggins, 2008;Biasutti, 2015;de Vries, 2013;Gravis, 2013;Hallam et al, 2009;Russell-Bowie, 2009;de Vries, 2017).…”

Towards an effective freeware resource for music composition in the primary classroom

“…It is therefore vital to have a qualified teacher overseeing music lessons. Generalist teachers, or teachers with limited musical experience, have shown a greater capability to deliver a quality music education than, say, music specialists with limited teaching experience (Ofsted, 2012: 18-19), although studies continually address issues about confidence in teaching the subject (Mills, 1989;Hennessy, 2000;Seddon and Biasutti, 2008;Hallam et al, 2009;RussellBowie, 2009;Biasutti, 2010;Garvis, 2013;de Vries, 2013;Biasutti et al, 2015). Furthermore, the teaching of composition is a reported source of uncertainty for specialist as well as generalist teachers (Winters, 2012).…”