PDF BAK07179.pdf | Request a copy Full text restricted Available under University of Tasmania Standard License.

Abstract

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 in schools. Developing approaches to teacher education that encourage these pre-service teachers to interrogate these assumptions and engage in their own musical learning are
therefore essential if their 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 which I as a tertiary educator 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 the journal are discussed, and conclusions drawn for the use of journaling in teacher education environments.

Item Type:	Conference or Workshop Item (Paper)
Authors/Creators:	Baker, WJ
Keywords:	Music Education Pre-service teacher Arts Education Primary music education Journal Journalling
Item Statistics:	View statistics for this item

Actions (login required)

Item Control Page