Teaching beliefs: a comparison between Italian primary and secondary school trainee teachers

Michele Biasutti

15 citations0/0 files storedJournal of Education for Teaching International Research and Pedagogy

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Diverse Music Education Insights Teacher Education and Leadership Studies Music Education and Analysis

Abstract

This paper presents research which compares the teaching beliefs of primary and secondary school trainee teachers. Participants were 177 trainee teachers, 92 enrolled in a primary school teacher degree course, and 85 enrolled in a postgraduate teacher training course specifically for music teaching at secondary school level (middle and high school). A questionnaire was employed for assessing beliefs. By performing factor analysis, the following four dimensions were extracted: innovative teaching and cooperative learning, teacher-centred approach, learner-centred approach and working collaboratively. Data were subjected to analysis of variance for each factor of the questionnaire. Significant differences between primary and secondary trainee teachers in the way they think about music teaching were found. The relevance of these factors and differences was discussed in considering how to improve the education of teachers.

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References

1992Handbook of Research on Music Teaching and Learning 1961Characteristics of Teachers 2004Construct Validity of a Self-Report Measure of Teacher Beliefs Related to Constructivist and Traditional Approaches to Teaching and Learning 2011The student experience of a collaborative e-learning university module 2008Non-music specialist trainee primary school teachers’ confidence in teaching music in the classroom 2006Developing identities and attitudes in musicians and classroom music teachers 2007Integration, contextualization and continuity: three themes for the development of effective music teacher education programmes 2010Investigating trainee music teachers' beliefs on musical abilities and learning: a quantitative study

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