Musical Play in the Early Years: The Impact of a Professional Development Programme on Teacher Efficacy of Early Years Generalist Teachers

Autor/inn/en	Nieuwmeijer, Christiane; Marshall, Nigel; van Oers, Bert
Titel	Musical Play in the Early Years: The Impact of a Professional Development Programme on Teacher Efficacy of Early Years Generalist Teachers
Quelle	In: Research Papers in Education, 38 (2023) 3, S.426-447 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2021.1998207
Schlagwörter	Early Childhood Education; Early Childhood Teachers; Teacher Effectiveness; Faculty Development; Music Education; Play; Active Learning; Music Activities; Classroom Techniques; Scaffolding (Teaching Technique); Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Musikerziehung; Spiel; Aktives Lernen; Musikalische Aktion; Klassenführung; Ausland; Niederlande
Abstract	Teacher Efficacy (TE) refers to teachers' confidence in their ability to promote student's learning. Research shows that generalist teachers' TE for music education is generally low, with many teachers associating music education with innate musical talents -- a problem exacerbated by music education programmes that focus on singing or playing instruments. Musical play is a form of music education in which young children more or less freely explore and create with sound with limited guidance from a teacher, requiring fewer musical skills. This paper reports on an in-situ professional development program (PD) that focused on musical play as a means of enhancing early years teachers' TE for musical play and for music education in general. For this study, a mixed method exploratory multiple-case study was used. Three early years teams (N = 14) took part in a PD that focused on knowledge and skills related to facilitating musical play. Data were collected through surveys and interviews. Findings demonstrate that taking part in the PD enhanced teachers' TE for musical play and for 50% of the respondents for music education in general. The PD's design features longer duration, collective participation, active learning and qualitative curriculum materials had contributed to teachers' learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01