Investigating Trainee Music Teachers' Beliefs on Musical Abilities and Learning: A Quantitative Study

Autor/in	Biasutti, Michele
Titel	Investigating Trainee Music Teachers' Beliefs on Musical Abilities and Learning: A Quantitative Study
Quelle	In: Music Education Research, 12 (2010) 1, S.47-69 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
Schlagwörter	Foreign Countries; Music Teachers; Preservice Teachers; Teacher Education; Beliefs; Factor Structure; Factor Analysis; Statistical Analysis; Questionnaires; Elementary Secondary Education; Ability; Academic Aptitude; Italy + Suchen Sie Ihr Suchwort? Ausland; Music; Teacher; Teachers; Musiklehrer; Lehrerausbildung; Lehrerbildung; Belief; Glaube; Faktorenstruktur; Faktorenanalyse; Statistische Analyse; Fragebogen; Fähigkeit; Fertigkeit; Italien
Abstract	This paper reports a study investigating trainee teachers' beliefs about music abilities and learning. The study employed two questionnaires: the "Music abilities beliefs questionnaire" (MABQ) and the "Music learning beliefs questionnaire" (MLBQ) which were specially designed to reveal the beliefs of trainee teachers of primary and secondary schools (middle and high school). Internal consistency and factor structure of the two questionnaires were investigated through the application of Cronbach alphas and factor analysis techniques. For the MABQ, four factors were extracted, which were interpreted as study abilities, performance technical skills, discriminative abilities and interpretation. For the MLBQ, five factors were extracted, which were interpreted as personality, cognitive characteristics, musical factors, family and social factors, and physiological and body factors. Each factor from both questionnaires was subjected to ANOVA taking into consideration the influence of three concurrent variables, such as age, gender and grade taught (primary/secondary). Results revealed significant differences between primary and secondary trainee teachers in the way they consider music ability and learning. The results are discussed in relation to their potential impact on teacher education and implications for future research. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10