Enhancing Preservice Teachers' Self-Efficacy for Teaching Diverse Learners: Capturing Young Students' Attention through a Read-a-loud and Music

Abstract

The sense of efficaciousness for engaging diverse learners was examined with twenty-four pre-service teachers concurrently enrolled in a junior-level Creative Arts methods course and a field experience course with placements in K-2 general education classrooms. The pre-service teachers participated in music and literacy activities in their university class, then planned and implemented standards-based music activities in literacy lessons with their young students. In this case study, both quantitative and qualitative data were collected, including a teacher self-efficacy scale, an attitude survey, written reflections, interviews, open-ended responses, and lesson plans. Results demonstrated a significant increase in the pre-service teachers’ self-efficacy in pre-post ratings analysis and indicated that this project contributed to their efficacy for engaging and meeting needs of diverse learners in the elementary classrooms. The pre-service teachers demonstrated proactive classroom management and reflected upon their students’ increased focus in class. The pre-service teachers indicated that their success with these types of projects encouraged them to plan for similar implementation with their future diverse learners; therefore, providing potential to positively impact their future performance. Additionally, this project emanated Scholarship of Teaching and Learning by encouraging self-reflection; examining and applying effective teaching strategies; and advancing the field of teacher education.
 Keywords: self-efficacy, preservice teachers, creative arts, diverse learners, Scholarship of Teaching and Learning.

The Dual Role of a Reflective Future Teacher during School Practise

“…The proposed observation sheet is a valuable tool, and collected information and comments provide a proper starting point for discussion. According to Arrington (2023), pre-service teachers who engaged in the process of self-reflection experienced a significant increase in self-efficacy; their engagement, forms of classroom management, and teaching styles changed; teachers noticed increased concentration and better engagement of their students in class (Syam et al, 2023).…”