PDF 4350.pdf | Request a copy Full text restricted

Abstract

The National Review of School Music Education: Augmenting the diminished (Commonwealth of Australia, 2005) highlighted many issues pertaining to the training of generalist teachers in music education including their confidence in teaching music. However, generalist primary pre-service teachers are often disengaged from music before their education training begins, with many bringing
to that training assumptions based on their own often negative experiences of music education. Developing approaches to teacher education that encourage pre-service teachers to interrogate these assumptions and engage in their own musical learning are therefore essential if their engagement and confidence in working with music is to be developed. This study presents the perceptions of students regarding the use of a reflective journal in a pre-service general primary teacher education unit in music. The journal was one method that I have employed in an effort to address the lack of confidence and engagement with the teaching of music amongst one group of pre-service teachers. In this paper the issues impacting student confidence in the teaching of music are presented, the perceptions of students regarding the benefits of their use of the journal are discussed, and conclusions drawn for the use of journaling in teacher education environments.

Item Type:	Article
Authors/Creators:	Baker, WJ
Keywords:	generalist teachers in music education; teacher education; musical learning; reflective journals.
Journal or Publication Title:	Australian Journal of Music Education
Publisher:	Australian Society for Music Education
ISSN:	0004-9484
Item Statistics:	View statistics for this item

Actions (login required)

Item Control Page