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

Published online by Cambridge University Press:  11 December 2014

Michele Biasutti ,
Sarah Hennessy  and
Ellen de Vugt-Jansen
Michele Biasutti
Affiliation:
Department of Philosophy, Sociology, Education and Applied Psychology, University of Padova Via Beato Pellegrino, 28 – 35137 Padova, Italymichele.biasutti@unipd.it
Sarah Hennessy
Affiliation:
Graduate School of Education, University of Exeter, St Lukes Campus, Heavitree Road, Exeter EX2 4AS, UKs.j.e.hennessy@ex.ac.uk
Ellen de Vugt-Jansen
Affiliation:
School of Education, Rotterdam University, Museumpark 40, 3015 CX Rotterdam, the Netherlandse.j.h.de.vugt-jansen@hr.nl
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Abstract

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

Type
Research Article
Information
British Journal of Music Education , Volume 32 , Issue 2 , July 2015 , pp. 143 - 161
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Copyright
Copyright © Cambridge University Press 2014 

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