Hostname: page-component-586b7cd67f-2brh9 Total loading time: 0 Render date: 2024-11-23T22:10:46.277Z Has data issue: false hasContentIssue false
  • English
  • Français

Fostering a happy positive learning environment for generalist pre-service teachers: building confidence that promotes wellbeing

Published online by Cambridge University Press:  05 July 2019

Dawn Joseph
Dawn Joseph*
Affiliation:
School of Education, Faculty of Arts and Education, Deakin University, 221 Burwood Highway, Burwood 3125, Victoria, Australia
*
Corresponding author. Email: djoseph@deakin.edu.au
Get access Rights & Permissions [Opens in a new window]

Abstract

Music is more than just sounds; engaging in music activities in educational settings may foster a sense of wellbeing. This paper explores whether positive learning environments can change attitudes and build confidence of students undertaking the Bachelor of Education (primary) program. As part of a wider study in Melbourne (Australia), using questionnaire data, this qualitative case study reports on two overarching themes (Wellbeing and Learning, and Skill Development and Confidence). I contend that a happy and safe teaching and learning space may promote and nurture the health and wellbeing of students who lack the confidence to teach music as generalist teachers.

Keywords

teacher educationmusic educationpre-service teacherwellbeingconfidence
Type
Articles
Information
British Journal of Music Education , Volume 36 , Issue 2 , July 2019 , pp. 183 - 196
Copyright
© Cambridge University Press 2019 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

ADLER, A., & SELIGMAN, M. E. P. (2016). Using wellbeing for public policy: Theory, measurement, and recommendations. International Journal of Wellbeing, 6(1), 1–35.CrossRefGoogle Scholar
AEBERSOLD, C. (2011). Foreword. In Vaughan, T., Harris, J., & Caldwell, B. J. (eds.), Bridging the Gap in school Achievement Through the Arts (p. 3). Abbotsford, Victoria: The Song Room.Google Scholar
ANDERSON, V. (2007). Contingent and marginalised? Academic development and part-time teachers. International Journal for Academic Development, 12(2), 111–121.CrossRefGoogle Scholar
AUSTRALIAN CURRICULUM, ASSESSMENT AND REPORTING AUTHORITY (ACARA) (2017). Curriculum. Retrieved from http://www.acara.edu.au/curriculumGoogle Scholar
BAHR, N., & MELLOR, S. (2016). Building Quality in Teaching and Teacher Education Camberwell. Victoria: Australian Council for Educational Research.Google Scholar
BALDWIN, L., & BEAUCHAMP, G. (2014). A study of teacher confidence in teaching music within the context of the introduction of the foundation phase (3–7 years) statutory Education Programme in Wales. British Journal of Music Education, 31(2), 195–208.CrossRefGoogle Scholar
BALLANTYNE, J., MARGARET, B., SCOTT, N., & MEISSNER, E. (2008). Music teachers Oz: Learning in teacher education. Music in Action, 5(4), 24–25.Google Scholar
BALLANTYNE, J., & PACKER, J. (2004). Effectiveness of preservice music teacher education programs: Perceptions of early-career music teachers. Music Education Research, 6(3), 299–312.CrossRefGoogle Scholar
BAXTER, P., & JACK, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544–559.Google Scholar
BAZELEY, P. (2006). The contribution of computer software to integrating qualitative and quantitative data analyses. Research in the Schools, 13(1), 64–74.Google Scholar
BIASUTTI, M., HENNESSY, S., & DE VUGT-JANSEN, E. (2015). Confidence development in non-music specialist trainee primary teachers after an intensive programme. British Journal of Music Education, 32(2), 143–161.CrossRefGoogle Scholar
BIRD, D. K. (2009). The use of questionnaires for acquiring information on public perception of natural hazards and risk mitigation–a review of current knowledge and practice. Natural Hazards and Earth System Sciences, 9(4), 1307–1325.CrossRefGoogle Scholar
BLOOMFIELD, D. (2010). Emotions and getting by: A pre-service teacher navigating professional experience. Asia-Pacific Journal of Teacher Education, 38(3), 221–234.CrossRefGoogle Scholar
BOYATZIS, R. E. (1998). Transforming Qualitative Information: Thematic Analysis and Code Development. Thousand Oakes: SAGE Publications.Google Scholar
BRAUN, V., & CLARKE, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.CrossRefGoogle Scholar
BURNARD, P., & DRAGOVIC, T. (2015). Collaborative creativity in instrumental group music learning as a site for enhancing pupil wellbeing. Cambridge Journal of Education, 45(3), 371–392.CrossRefGoogle Scholar
CAMPBELL, P. S. (2008). Musician and Teacher. New York: W.W. Norton and Company.Google Scholar
CASTLEBERRY, A., & NOLAN, A. (2018). Thematic analysis of qualitative research data: Is it as easy as it sounds? Currents in Pharmacy Teaching and Learning, 10(1), 807–815.CrossRefGoogle ScholarPubMed
CLIFT, S. (2012). Singing, wellbeing, and health. In Macdonald, R. A. R., Kreutz, G., & Mitchell, L. (eds.), Music Health and Wellbeing (pp. 113–124). Oxford: Oxford University Press.Google Scholar
CLIFT, S., HANCOX, G., STARICOFF, R., & WHITMORE, C. (2008). Singing and Health: A systematic mapping and review of non-clinical research. Canterbury, Christ Church University: Sidney de Haan Research Centre for Arts and Health.Google Scholar
COHEN, L., MANION, L., & MORRISON, K. (2000). Research Methods in Education. London: RoutledgeFalmer.Google Scholar
CREECH, A., HALLAM, S., VARVARIGOU, M., & MCQUEEN, H. (2014). Active Ageing with Music. London: Institute of Education Press.Google Scholar
CRESWELL, J. W. (1994). Research design: Qualitative and quantitative approaches. Thousand Oaks, CA: SAGE Publications.Google Scholar
CRESWELL, J. W., & POTH, C. N. (2016). Qualitative Inquiry and Research Design: Choosing among Five Approaches. Thousand Oaks, CA: Sage.Google Scholar
CRESWELL, J. W. (2014). Research Design, Qualitative, Quantitative, and Mixed Methods Approaches. California, Thousand Oakes: SAGE Publications.Google Scholar
DENZIN, N. K., & LINCOLN, Y. S. (2005). The SAGE Handbook of Qualitative Research, Thousand Oaks, CA: SAGE Publications.Google Scholar
DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD (2014). Principles for health and wellbeing Underpinning effective professional practice across DEECD services. Retrieved from http://www.education.vic.gov.au/Documents/about/department/principlesforhealth.pdfGoogle Scholar
FANCOURT, D., OCKELFORD, A., & BELAI, A. (2014). The psychoneuroimmunological effects of music: A systematic review and a new model. Brain, Behavior, and Immunity, 36, 15–26.CrossRefGoogle Scholar
GARVIS, S., & LEMON, N. (2013). Are the arts important in schooling? Clear messages from the voices of pre-service generalist teachers in Australia. Australian Journal of Music Education, 1(2), 98–104.Google Scholar
GARVIS, S., & RIEK, R. (2010). Improving generalist teacher education in the arts. International Journal of the Arts in Society, 5(3), 159–168.Google Scholar
HALLAM, S. (2010). The power of music: its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28, 269–289.CrossRefGoogle Scholar
HENNESSY, S. (2006). Don’t forget the teachers. Times Educational Supplement, The Teacher. March 24.Google Scholar
HENNESSY, S. (2017). Approaches to increasing the competence and confidence of student teachers to teach music in primary schools. Education 3-13, 45(6), 689–700.CrossRefGoogle Scholar
HOLDEN, H., & Button, S. (2006). The teaching of music in the primary school by the non-music specialist. British Journal of Music Education, 23(1), 23–38.CrossRefGoogle Scholar
JACKSON, K. M., & TROCHIM, W. M. K. (2002). Concept mapping as an alternative approach for the analysis of open-ended survey responses. Organisational Research Method, 5(4), 307–336.CrossRefGoogle Scholar
JEANNERET, N. (1997). Model for developing preservice primary teachers’ confidence to teach music. Bulletin of the Council for Research in Music Education, 133(1), 37–44.Google Scholar
JOSEPH, D. (2014). Opportunities and challenges: Preparing generalist teacher education students in music education in Australia. International Journal of Humanities Education, 12(1), 13–26.CrossRefGoogle Scholar
JOSEPH, D., & SOUTHCOTT, J. (2015). Singing and companionship in the Hawthorn University of the Third-Age Choir, Australia. International Journal of Lifelong Education, 34(3), 334–347.CrossRefGoogle Scholar
JOSEPH, D., & SOUTHCOTT, J. (2017). Older people in a community gospel choir: musical engagement and social connection, Qualitative Report, 22(12), 3209–3223.Google Scholar
JOSEPH, D., & SOUTHCOTT, J. (2018). Music participation for older people: Five choirs in Victoria, Australia. Research Studies in Music Education, 40(2), 176–190.CrossRefGoogle Scholar
KELLY, S. N. (2015). The influence of student teaching experiences on preservice music teachers’ commitments to teaching. Journal of Music Teacher Education, 24(2), 10–22.CrossRefGoogle Scholar
KEYES, C. L., SHMOTKIN, D., & RYFF, C. D. (2002). Optimizing well-being: The empirical encounter of two traditions. Journal of Personality and Social Psychology, 82(6), 1007–1022.CrossRefGoogle ScholarPubMed
KHALIFA, S., et al. (2003). Effects of relaxing music on salivary cortisol level after psychological stress. Annals of the New York Academy of Sciences, 999(1), 374–376.CrossRefGoogle Scholar
KNIPE, S., MILES, R. H., & GARONI, S. (2016). Innovation and transformation of initial teacher education: Employer and graduate perspectives. In Brandenburg, R., McDonough, S., Burke, J., and White, S. (eds.), Teacher Education: Innovation, Interventions and Impact (pp. 35–47). Springer: Singapore.Google Scholar
KOKOTSAKI, D., & HALLAM, S. (2007). Higher education music students’ perceptions of the benefits of participative music making. 9(1), 93–109.CrossRefGoogle Scholar
LAMONT, A. (2011). University students’ strong experiences of music: Pleasure, engagement, and meaning. Musicae Scientiae, 15(2), 229–249.CrossRefGoogle Scholar
MACDONALD, R. A. R. (2013). Music, health, and well-being: A review. International Journal of Qualitative Studies in Health and Well-being, 8, 1–13.CrossRefGoogle ScholarPubMed
MACDONALD, R., KREUTZ, G., & MITCHELL, L. (eds.) (2012). Music, Health, and Wellbeing. Oxford, UK: Oxford University Press.CrossRefGoogle Scholar
MAYER, D. (2017). Studying the effectiveness of teacher education. In Studying the Effectiveness of Teacher Education. In Mayer, D., et al. (Eds.), Music Health and Wellbeing (pp. 13–26). Springer, Singapore.CrossRefGoogle Scholar
MERRIAM, S. B., & TISDELL, E. J. (2016). Qualitative research: a guide to design and implementation, The Jossey-Bass higher and adult education series, San Francisco, CA: Jossey-Bass.Google Scholar
MORINVILLE, A., MIRANDA, D., & GAUDREAU, P. (2013). Music listening motivation is associated with global happiness in Canadian late adolescents. Psychology of Aesthetics, Creativity, and the Arts, 7(4), 384–390.CrossRefGoogle Scholar
MUSICAL FUTURES (2017). Quick Summary. Retrieved from http://www.musicalfuturesaustralia.org/quick-mf-summary.htmlGoogle Scholar
NAIR, A. K., JOHN, J. P., MEHROTRA, S., & KUTTY, B. M. (2018). What contributes to wellbeing gains - proficiency or duration of meditation related practices? International Journal of Wellbeing, 8(2), 68–88.Google Scholar
OECD (2010). Improving health and social cohesion through education. Executive summary, Retrieved from http://www.oecd.org/edu/ceri/46130492.pdfCrossRefGoogle Scholar
OPPENHEIM, A. N. (1992). Questionnaire Design, Interviewing and Attitude Measurement, London: Pinter Pub Ltd.Google Scholar
PALINKAS, H., GREEN, W., & HOAGWOOD, D. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services, 42(5), 533–544.CrossRefGoogle ScholarPubMed
PAPINCZAK, Z. E., et al. (2015). Young people’s uses of music for well-being, Journal of Youth Studies, 18(9), 1119–1134.CrossRefGoogle Scholar
PARLIAMENT OF VICTORIA (2013). Inquiry into the benefits and potential of music education in Victorian schools. Retrieved from http://www.parliament.vic.gov.au/images/stories/committees/etc/Music_Ed_Inquiry/Music_Education_Final_041113.pdfGoogle Scholar
PRICHARD, S. (2017). A mixed-methods investigation of preservice music teaching efficacy beliefs and commitment to music teaching. Journal of Research in Music Education, 65(2) 237–257.CrossRefGoogle Scholar
QUEANO, S. (2015). Why Education is Important-It will improve your Quality of Life. Retrieved from http://www.professorshouse.com/why-education-is-important/Google Scholar
RUSSELL-BOWIE, D. (2009). ‘What me? Teach music to my primary class?’ Music Education Research, 11(1), 23–36.CrossRefGoogle Scholar
SHELDON, K. M., & LYUBOMIRKSY, S. (2006). Achieving sustainable gains in happiness: Change your actions, not your circumstances. Journal of Happiness Studies, 7(1), 55–86.CrossRefGoogle Scholar
SKINGLEY, A., MARTIN, A., & CLIFT, S. (2016). The contribution of community singing groups to the well-being of older people: Participant perspectives from the United Kingdom. Journal of Applied Gerontology, 35(12), 1302–1324.CrossRefGoogle ScholarPubMed
SOINI, T., PYHÄLTÖ, K., & PIETARINEN, J. (2010). Pedagogical well-being: reflecting learning and well-being in teachers’ work. Teachers and Teaching: Theory and Practice, 16(6), 735–751.CrossRefGoogle Scholar
SOUTHCOTT, J., & JOSEPH, D. (2015). Singing in La Voce Della Luna Italian women’s choir in Melbourne, Australia. International Journal of Music Education, 33(1), 91–102.CrossRefGoogle Scholar
TAI, J., & AJJAWI, R. (2016). Undertaking taking and reporting qualitative research. The Clinical Teacher, 12(1), 175–182.CrossRefGoogle Scholar
THRAM, D. (2015). Understanding music’s therapeutic efficacy with implications for why music matters. Action, Criticism, and Theory for Music Education, 14(3), 63–74.Google Scholar
TORRISI-STEELE, G., & DREW, S. (2013). The literature landscape of blended learning in higher education: the need for better understanding of academic blended practice. International Journal of Academic Development, 18(4), 371–383.CrossRefGoogle Scholar
VICTORIAN CURRICULUM. (2017). The Arts. Retrieved from http://victoriancurriculum.vcaa.vic.edu.au/the-arts/music/introduction/rationale-and-aimsGoogle Scholar
WEINBERG, M. K., & JOSEPH, D. (2017). If you’re happy and you know it: Music engagement and subjective wellbeing. Psychology of Music, 45(2), 257–267.CrossRefGoogle Scholar
WILLIAMS, C. (2007). Research methods. Journal of Business & Economic Research, 5(3). 65–72.Google Scholar
WRIGHT, P. (2016). Melbourne ranked world’s most liveable city for sixth consecutive year by EIU. Retrieved from http://www.abc.net.au/news/2016-08-18/melbourne-ranked-worlds-most-liveable-city-for-sixth-year/7761642Google Scholar
YIN, K. R. (2009). Case study research: Design and methods (4th ed.). California: SAGE.Google Scholar