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ERIC Number: EJ924682
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1090-1027
Is Music an Active Developmental Tool or Simply a Supplement? Early Childhood Preservice Teachers' Beliefs about Music
Kim, Hae Kyoung; Kemple, Kristen M.
Journal of Early Childhood Teacher Education, v32 n2 p135-147 2011
This study examines early childhood preservice teachers' beliefs about the importance of music in early childhood and explores factors influencing those beliefs. The study found that preservice teachers in this study held relatively strong beliefs about the importance of music, including aesthetic, quality-of-life, and social-emotional benefits. Study participants had limited knowledge of music content in general, and higher musical knowledge predicted stronger beliefs about its importance. Preservice teachers' beliefs were associated with whether they viewed music as an active tool for development and learning, or as merely an enrichment. Other factors that influenced beliefs about the importance of music were personal experiences, aspects of teacher education and field experiences, and confidence about teaching music. Implications are discussed for shaping teacher education to better prepare teachers to include music in their classrooms. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A