Addressing the gap between pre-service teachers’ beliefs and practices in music education: Insights from a responsive teacher education course in Hong Kong

Addressing the gap between pre-service teachers’ beliefs and practices in music education: Insights from a responsive teacher education course in Hong Kong

• Kong, Siu Hang Eric The Education University of Hong Kong

2023 Annual Conference of the Asian Qualitative Inquiry Association (2023: Sunchon National University, Suncheon, South Korea)

• G 課程與教學:個別教學範疇
  • GF 人文學科及藝術
    • GFA 教學目標、課程及評鑑

• Hong Kong

• 1997.7 onwards

• 專上教育

Music education is often considered an elite discipline in Chinese society, resulting in a lack of low confidence in teaching music among pre-service teachers in early childhood education. Additionally, teacher education programs in music often provide separate training in musicianship and pedagogical skills, leading to a gap between teachers’ beliefs and their teaching practices. This study aims to explore the components of a quality responsive teacher education course in music for pre-service teachers in Hong Kong. The study includes six-hour training workshops in music using a play-based approach to enhance pre-service teachers’ musicianship and competence in conducting music appreciation, performance, and creative activities. The study answers two research questions based on qualitative data: (1) How will the training workshops impact pre-service teachers’ self-perceived musical competence and music teaching confidence? (2) What are pre-service teachers’ perceptions of responsive teacher training courses in music? The study highlights the need for music training in early childhood teacher education and provides insights into designing a responsive music professional development course for early childhood teachers in the Chinese context. Copyright © 2023 AQIA.

Paper presented at 2023 Annual Conference of the Asian Qualitative Inquiry Association, Sunchon National University, Suncheon, South Korea.

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/89cca933

2024-10-09