The purpose of this study was to examine the effect of a music methods course on Kenyan pre-service generalist primary school teachers’ perceived confidence and competence to teach music. Specifically, this inquiry sought to determine if there would be a significant change in the perceived self-efficacy of pre-service generalist teachers to teach music after an 8-week long music methods course.
Using the mixed methods design in tandem with teacher research model, data was collected from 30 pre-service generalist primary school teachers. The teacher research model was used to develop, implement, and evaluate teaching approaches and overall design of the music methods course. Data was collected using; Primary Teacher Music Confidence Scale (PTMCS), Music Teaching Efficacy Belief Survey (MTEBS), and Music Experience Questionnaire (MEQ). The data collection instruments were developed and modified from previous self-efficacy research with an emphasis on preparation of pre-service generalist teachers.
The findings revealed a significant overall increase in participants’ reported gain scores in their perceptions of competence and confidence to teach music after an 8- week music methods course. The study also revealed that prior musical experiences positively shaped students’ attitudes and feelings towards music. What is more, a moderately strong positive correlation and a statistically significant relationship was found to exist between perceptions of competence and confidence among the preservice generalist primary school music teachers after the methods course.
Findings in this study suggest that a music methods course enhances the preservice generalist teacher’s perceptions of competence and confidence while also helping them develop content knowledge, practical experiences, and effective teaching strategies. To this end, the study recommends the introduction of a semester long music methods course in Teachers Training Colleges in Kenya. Further, the study has developed a music methods course, which it is hoped when adapted into the teacher preparation curriculum in Kenya, will improve the overall primary teacher music education training program particularly in helping the pre-service generalists explore and articulate their self-efficacy. Ultimately, pre-service generalists’ perceptions of self-efficacy will determine how effectively they implement music in their classrooms.
|Advisor:||Robinson, Russell L.|
|School:||University of Florida|
|School Location:||United States -- Florida|
|Source:||DAI-A 78/05(E), Dissertation Abstracts International|
|Subjects:||Music, Pedagogy, Music education|
|Keywords:||Generalist, Methods, Music, Pedagogy, Pre-service, Self-efficacy|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be