Preparing to Teach with Music: Elementary Preservice Teachers’ Comfort and Perceptions in a Music Integration Course

IF 1.1 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Music Education Pub Date : 2026-01-13 DOI:10.1177/02557614251412633

Jennifer L. Gee

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Abstract

The purpose of this study was to investigate elementary preservice teachers’ comfort and perceptions of teaching music throughout their participation in a music integration course. Utilizing a repeated measures design, participants ( N = 112) completed three surveys measuring their conceptual understanding of music integration, anticipated classroom use, and comfort with specific musical and instructional activities. Results indicated statistically significant increases in participants’ comfort with singing alone, singing in small groups, integrating music into classroom instruction, and teaching other subjects. While initial perceptions of music integration often emphasized its subservient use, most participants reported strong intentions to integrate music regularly in future teaching. These findings reinforce the value of hands-on coursework in building preservice teacher comfort and emphasize the importance of equitable access to arts instruction. The study highlights the importance of embedding music integration into teacher preparation programs and suggests that reflective, experience-based instruction can build both pedagogical competence and commitment to music in the elementary classroom.

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准备用音乐教学：初级职前教师在音乐整合课程中的舒适和感知

摘要本研究旨在探讨小学职前教师在参与音乐整合课程过程中，对音乐教学的感受。利用重复测量设计，参与者（N = 112）完成了三项调查，测量他们对音乐整合的概念理解，对课堂使用的预期，以及对特定音乐和教学活动的舒适度。结果显示，在单独唱歌、小组唱歌、将音乐融入课堂教学以及教授其他科目时，参与者的舒适度有统计学上的显著提高。虽然最初对音乐整合的看法往往强调它的从属性使用，但大多数参与者报告了在未来教学中定期整合音乐的强烈意图。这些发现强化了实践课程在建立职前教师舒适感方面的价值，并强调了公平获得艺术指导的重要性。该研究强调了将音乐融入教师准备计划的重要性，并建议反思，基于经验的教学可以在小学课堂上建立教学能力和对音乐的承诺。

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来源期刊

International Journal of Music Education Multiple-

CiteScore

3.20

自引率

11.10%

发文量

期刊介绍： The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.