Pre-Service Teachers’ Perceptions of Early Childhood Music Teaching Experiences

Abstract

Abstract The purpose of this case study was to examine the reflections of pre-service early childhood and elementary education majors on their music teaching experiences that were a part of their undergraduate early childhood music methods course. The research questions guiding this investigation were: (a) How did participants perceive themselves and young children while they engaged in a series of early childhood pre-service music teaching experiences and (b) how did the participants perceive those experiences to influence teacher preparation and other life experiences? Participants were 6female undergraduates who completed a series of music teaching experiences and reflections during an early childhood music methods course. Each participant also agreed to be interviewed three semesters following the completion of the course. Three themes emerged with regard to the first research question: (a) developing confidence, (b) recognizing children’s music responses and development, and (c) adapting while teaching. Two themes emerged with regard to the second research question: (a) transferring music skills, content, and activities and connecting to community; and (b) using reflection for understanding child development and self-development. Participants gained experience at reflection-in-action, appreciated reflection on reflection, and valued repeated authentic music teaching experiences and developing reflective practices early in their academic careers.

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