Cross-national Comparisons of Background and Confidence in Visual Arts and Music Education of Pre-Service Primary Teachers

Self-efficacy of pre-school and primary school pre-service teachers in musical ability and music teaching

“…Thus, it is expected that pre-service teachers with a greater deal of musical experience may perceive themselves musically more successful and competent by observing other pre-service teachers’ performance in music or by getting feedback from them. Similarities exist between this result and the results of studies referring to the importance of musical background and musical experiences in the formation of musical confidence (Hennessy, 2000; Richards, 1999; Russell-Bowie, 2010; Seddon & Biasutti, 2008).…”

“…In this sense, the musical self-efficacy of pre-school and primary school teachers is of vital importance. The question in the body of research that was reported in both national and international literature has centered upon the efficacy of in-service and pre-service pre-school and primary school teachers teaching music in early childhood and primary education (Barış & Özata, 2009; Bresler, 1993; Demirbatır & Helvacı, 2006; Göğüş, 2008; Jeanneret, 1997; Kalyoncu & Öztürk, 2009; Kocabaş, 2000; Küçüköncü, 2000; Kurtuldu, 2009; Mills, 1989; Ruismäki & Tereska, 2006; Russell-Bowie, 2009, 2010; Şaktanlı, 2004; Seddon & Biasutti, 2008; Teicher, 1997).…”

“…Musical history and past experiences are important factors that develop musical perceptions, leading to the formation of some level or other of self-efficacy in music and music teaching as well. Most teachers without a musical background think that their past musical experiences are inadequate (Russell-Bowie, 2010). Taking account of diverse musical experiences, Seddon and Biasutti (2008) claim that pre-service “non-music [sic] specialist” teachers who have no special education in music tend to have lower confidence about teaching music in the classroom.…”

Music without a music specialist: A primary school story

“…The case study school in this article is a public school located in Australia, a country where there have been inconsistent approaches to the teaching of music in primary schools. Independent schools often employ specialist music teachers, yet many public schools do not (Russell-Bowie, 2010; Walker, 2009). Even within the public school sector in Australia there is significant variation from state to state.…”

Arts education offered by Greek Universities to future pre-school and primary school teachers

“…Indicatively, the frequency with which visual arts courses are offered differs vastly from that with which movement courses are offered (27.04% and 13.3% respectively). While pre-service teachers need to develop their skills in each of the art disciplines (Russell-Bowie, 2010, 2013, along general lines, it is evident that the curricula of Greek Faculties of Education, just as those of most European countries (Eurydice, 2009), give priority to the visual arts and music. Courses in drama education seem to be rising compared to the past (Bouzakis et al 1998), particularly in PREDs.…”