Developments in self and task perception in students engaging in a preservice music education programme

Research output: Contribution to journalArticle

Abstract

Research suggests that the belief patterns of teachers have a significant influence on their practice. Whether related to specific teaching activities or aspects of self-perception, such models underpin the nature and character of teachers' practice in the music classroom. In this study developments in teacher education students' (n=148) task and self-beliefs were monitored as they progressed through a short training programme in primary school music teaching. The participants had no formal music qualifications beyond school level. The study used two survey instruments, one of which was completed by students before and after the training programme and the other on a weekly basis. Both instruments were constructed using Perceived Control Theory and explored participants' strategic and capacity beliefs in relation to teaching music and to the specific performing, listening and composition activities taught within the weekly class. Results indicate that training programmes can have a positive influence on non-specialist education students' task and self-perception, and in so doing support the development of belief models that may encourage those students to teach music in the primary classroom.
LanguageEnglish
Pages55-70
Number of pages15
JournalBulletin of the Council for Research in Music Education
Volume158
Issue number2003
Publication statusPublished - 2003

Fingerprint

music lessons
music
training program
student
self-image
Teaching
teacher
classroom
control theory
qualification
primary school
education
Music Education
Education Program
Music
Self-perception
Music Teaching
school

Keywords

  • education
  • self and task perception
  • students
  • preservice music education

Cite this

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title = "Developments in self and task perception in students engaging in a preservice music education programme",
abstract = "Research suggests that the belief patterns of teachers have a significant influence on their practice. Whether related to specific teaching activities or aspects of self-perception, such models underpin the nature and character of teachers' practice in the music classroom. In this study developments in teacher education students' (n=148) task and self-beliefs were monitored as they progressed through a short training programme in primary school music teaching. The participants had no formal music qualifications beyond school level. The study used two survey instruments, one of which was completed by students before and after the training programme and the other on a weekly basis. Both instruments were constructed using Perceived Control Theory and explored participants' strategic and capacity beliefs in relation to teaching music and to the specific performing, listening and composition activities taught within the weekly class. Results indicate that training programmes can have a positive influence on non-specialist education students' task and self-perception, and in so doing support the development of belief models that may encourage those students to teach music in the primary classroom.",
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AB - Research suggests that the belief patterns of teachers have a significant influence on their practice. Whether related to specific teaching activities or aspects of self-perception, such models underpin the nature and character of teachers' practice in the music classroom. In this study developments in teacher education students' (n=148) task and self-beliefs were monitored as they progressed through a short training programme in primary school music teaching. The participants had no formal music qualifications beyond school level. The study used two survey instruments, one of which was completed by students before and after the training programme and the other on a weekly basis. Both instruments were constructed using Perceived Control Theory and explored participants' strategic and capacity beliefs in relation to teaching music and to the specific performing, listening and composition activities taught within the weekly class. Results indicate that training programmes can have a positive influence on non-specialist education students' task and self-perception, and in so doing support the development of belief models that may encourage those students to teach music in the primary classroom.

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