Volume 2, No. 1 September 2004

Francine Morin, Professor
Department of Curriculum, Teaching and Learning
Faculty of Education, University of Manitoba

fmorin@cc.umanitoba.ca

Abstract

The purpose of this study was to investigate K-4 pre-service classroom teachers’ beliefs about useful skills, understandings, and future practices in music. Questionnaire (N=74) and interview (N=35) data were gathered from teacher candidates enrolled in music methods courses at a large, western Canadian university. Music skills and understandings such as singing, listening, and integrating music across other subject areas were rated as "most useful," indicating a definite valuing of pedagogical content knowledge over content knowledge like music fundamentals, music history, or playing accompaniment instruments. Future music practices discussed by pre-service teachers were closely aligned to the beliefs they hold about the benefits of using music to achieve their own classroom teaching goals. No evidence was found to suggest they were able to take on the role of the music specialist. Recommendations for designing music courses for K-4 classroom teachers and future research are offered.

Article and References

Francine Morin, Ph. D. is a Professor in the Department of Curriculum, Teaching and Learning, University of Manitoba where she teaches in the areas of music, movement and arts education. Her research interests are arts-based in the areas of teacher and curriculum change, as well as interdisciplinary teaching and learning. A sample of her most recent publications include a book chapter in Creativity and Music Education: Research to Practice, and articles for Music Education International, Music Educators Journal, Teaching and Learning: The Journal of Natural Inquiry and Reflective Practice, General Music Today, Canadian Music Educator, and Journal of Music Teacher Education.