Pre-service Students' Self-perceptions of Confidence in Teaching Music and Liking Music in Relation to Formal and Informal Musical Experiences

Abstract

The purpose of the study was to investigate pre-service students' self-perceptions of confidence in teaching music and their relations to liking music and formal and informal musical experiences. Participants were 49 first year, pre-service students enrolled in Bachelor of Education programs in Faculty of Education at a university in Sydney, Australia. A Musical Background Survey (MBS), devised by the investigator, was administered to the students at the beginning of the semester. The MBS asked about their confidence in teaching music and liking music using 5-point rating scales and about their formal and informal musical experiences. The results showed the following: 1) Formal and informal musical experiences contributed significantly to pre-service students' self-perceptions of confidence in teaching music and their liking music. 2) 51% of the pre-service students said they were not confident in teaching music and only 18% of them said they were confident in it, although 80% of the students liked music. 3) Informal composing music was the most favoured informal musical activity by the pre-service students. 4) Pre-service students' self-perceptions of confidence in teaching music were significantly correlated with liking music. Implications for teacher education: 1) Encourage students to participate in musical activities, such as singing, playing instruments, and/or listening, both formally and informally and to build confidence through participating in musical activities. 2) Music teacher educators' encouragement, positive reinforcement, and giving constructive comments are essential in helping pre-service students build confidence in teaching music.