{"title":"The storyline approach as a didactic tool to promote efficacy beliefs of (student) teachers in creative music activities with young children","authors":"Carolien Hermans","doi":"10.1177/1321103x241236420","DOIUrl":null,"url":null,"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.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research Studies in Music Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/1321103x241236420","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"MUSIC","Score":null,"Total":0}
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.
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.