|Published online: August 6, 2014||$US5.00|
Recent research has highlighted a substantial lack of willingness within generalist primary teachers towards teaching music. While pre-service and in-service primary teacher self-efficacy towards teaching music is well documented, the understanding of pre-service generalist primary teachers’ content knowledge and confidence in teaching music requires further research. While much research has been undertaken examining the theory of Pedagogical Content Knowledge (PCK) in relation to science, mathematics, and ICT within a secondary context, little research has been done in the primary music content area. This study investigated generalist pre-service teachers’ musical content knowledge, general pedagogy knowledge, and knowledge of music teaching before and after completing a mandatory music education course in a Bachelor of Primary Education degree program at an Australian university. The findings revealed that pre-service teachers ideally need practical experiences where they can teach music in a primary school context and complementary tertiary learning experiences, as it is through knowledge and practical experiences together that confidence in teaching music is developed.
|Keywords:||Music Education, Pre-service Primary Teacher Education, Generalist Primary Teacher Education, Pedagogical Content Knowledge (PCK)|
The International Journal of Early Childhood Learning, Volume 21, Issue 1, August 2014, pp.19-32. Article: Print (Spiral Bound). Published online: August 6, 2014 (Article: Electronic (PDF File; 674.222KB)).
Lecturer in Music Education, School of Education, Faculty of Social Sciences, University of Wollongong, Wollongong, NSW, Australia
Primary School Teacher, University of Wallongong, Wallongong, New South Wales, Australia
Senior Lecturer, Faculty of Education, University of Wollongong, Wollongong, NSW, Australia