The pre-school teacher is the key educational figure in the pre-school and is expected, among other responsibilities, to integrate music into the curriculum. Nevertheless, many pre-school teachers communicate a sense of inadequacy with regard to their music competencies, and a lack of confidence in their music teaching ability. The gap between the pre-school teachers' musical abilities and the expectation that they will direct musical experiences in pre-schools generated the incentive for this study. The aim ofthe study was to examine the development of pre-school teachers' musical competencies, confidence, and ability to integrate music into the pre-school during the process of a one-academic-year music course which focused on the fundamental element ofmusic - rhythm, using percussion instruments. The study followed the process of two pre-school teachers' groups studying the course consecutively at two different locations in Israel: a teacher training regional college and a local community town music centre. The methodology used was qualitative action research. The subjects were pre-school teachers who participated in the courses. Data were gathered through observations, questionnaires, focus groups and reflective journals. Photographs and videos were used to document experiences during the course and in the pre-schools. The findings revealed that the structured one-academic-year rhythmic music course using percussion instruments improved the pre-school teachers' knowledge and expertise in music and contributed to their playing skills. It was also possible to enhance the teachers' confidence with regard to their musical abilities and their ability to lead musical experiences in the pre-school. However, the transfer of these competencies into practice is challenging as the pre-school teachers tend to transfer their experiences to the field work 'as is', in a technical manner, lacking the ability for musical aesthetic judgment. The conclusions are that a rhythmic music course is a feasible means to improve preschool teachers' musical competencies and confidence. However, although this special training may contribute to the teachers' musical development, in order for the process to be assimilated and for the learning to be effectively transferred into practice, it is essential that supportive professional music assistance and follow-up will accompany the pre-school teachers, in their educational work. Additionally, the research found that when a group of educators is built as a 'community of learners' that together constructs knowledge, the learning experience is magnified and the group serves as a motivating force which provides support and e~couragement to its members.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:491174 |
| Date | January 2007 |
| Creators | Geiger, Ora |
| Publisher | Anglia Ruskin University |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
Page generated in 0.0011 seconds