The storyline approach as a didactic tool to promote efficacy beliefs of (student) teachers in creative music activities with young children

IF 1.3 0 MUSIC
Carolien Hermans
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引用次数: 0

Abstract

The problem addressed by this research is the low levels of efficacy beliefs that beginning teachers and student teachers in early childhood education experience in facilitating creative music activities with young children aged 4–6 years old. This can lead to missed opportunities for children to develop their creativity and self-expression in an embodied, musical way. One solution to this issue is to utilize the storyline approach created by Bell and Harkness. This approach provides student teachers with the necessary tools to facilitate inductive and creative learning. With this approach, beginning teachers and student teachers can guide children’s learning energy and integrate subjects in a meaningful context. This research seeks to explore how the storyline approach can be used to enhance efficacy beliefs of beginning teachers and student teachers during creative, music activities. By doing so, this research aims to inform teacher education, and to improve the efficacy of student teachers when it comes to creative music making. In this research study, we focus on student teachers and beginning teachers from both the Music Teacher Departments (ODMs) and the Pedagogical Academy for Primary Education (iPABO) in Amsterdam and Leiden, the Netherlands.
将故事情节法作为教学工具,促进(学生)教师在幼儿创造性音乐活动中的效能信念
本研究要解决的问题是,初任教师和幼儿教育专业的学生教师在为 4-6 岁幼儿开展创 造性音乐活动时,效率信念水平较低。这可能导致儿童错失以音乐的方式发展创造力和自我表达的机会。解决这一问题的方法之一是利用贝尔和哈克尼斯创造的故事情节法。这种方法为学生教师提供了促进归纳和创造性学习的必要工具。通过这种方法,初任教师和学生教师可以引导儿童的学习能量,并在有意义的情境中整合学科。本研究旨在探索如何利用故事情节教学法来提高初任教师和学生教师在创造性音乐活动中的效能感。通过这样做,本研究旨在为教师教育提供信息,并提高学生教师在创造性音乐活动中的效能。在这项研究中,我们的重点是荷兰阿姆斯特丹和莱顿的音乐教师系(ODMs)和初等教育师范学院(iPABO)的学生教师和初任教师。
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来源期刊
CiteScore
3.00
自引率
37.50%
发文量
37
期刊介绍: Research Studies in Music Education is an internationally peer-reviewed journal that promotes the dissemination and discussion of high quality research in music and music education. The journal encourages the interrogation and development of a range of research methodologies and their application to diverse topics in music education theory and practice. The journal covers a wide range of topics across all areas of music education, and a separate "Perspectives in Music Education Research" section provides a forum for researchers to discuss topics of special interest and to debate key issues in the profession.
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