Music / Μουσική (PHD)

The confidence and competence of kindergarten teachers in teaching music represent a significant challenge in early childhood teacher education. Despite extensive research on the attitudes of in-service and preservice teachers towards music education, studies reveal a prevalent reluctance among classroom teachers to engage in music instruction due to various factors such as limited musical backgrounds, perception of music teaching as a specialized skill, lack of adequate music training, and beliefs about self-efficacy. This reluctance seems that often leads to self-perceptions of being unmusical and a hesitance to actively participate in making music. Universities worldwide, including those in Cyprus, offer teacher education programs incorporating music pedagogical courses to address this issue. However, mimicking and practicing pre-made lessons plans, without fully understanding the pedagogical thinking and reasoning, and the need to align them with their individual musical skills and comprehension, is a process that would lack depth or meaning. There is a recognized need to explore innovative approaches for delivering course content to empower preservice teachers and enhance the development of an ethical practice guiding children’s engagement in learning. Such an approach would encourage creative thinking and practice, ultimately enrich the quality of learning and teaching. Moreover, teachers’ own musical skills and their levels of confidence in these skills, as well as their general teaching abilities, could be sufficient to help children learn music. This thesis explored the growth in music learning and change of dispositions of twelve early childhood preservice teachers over a 13-week undergraduate music methods course in spring 2022. The course, designed and facilitated by the instructor-researcher, utilized a pedagogical approach called the “Strategic Informal Approach” (SIA). This approach emphasizes collaborative learning and peer-to-peer engagement by combining situated and informal learning processes, which included productive contradictions in a democratic context. Using a qualitative design grounded in constructivist and constructionistic principles, the study employed Design-based Research (DbR) methodology within an authentic educational setting. Qualitative data collection methods, including observations, reflective tools, three private interviews, a questionnaire, and artifacts were used with the aim to gain a deeper understanding of preservice teachers’ experiences and growth. The findings suggest that participants’ engagement with the Strategic Informal Approach, which involved playful, informal, and problem-solving activities, enhanced their musical and teaching skills. Through hands-on experiences and reflection, they developed greater confidence, creativity, and the ability to integrate theoretical knowledge and practical application. Additionally, their pedagogy, care, and empathy were enriched through peer collaboration, which fostered a supportive learning community. Four key concepts – Inspire, Explore, Create, and Celebrate – emerged from the Strategic Informal Approach and guided the redesign of practical music sessions. These concepts appeared to support a flexible and holistic learning experience, potentially encouraging participants to explore their potential, collaborate more effectively, and recognize their achievements in music learning. This inquiry contributes valuable insights for enhancing music education practices among future educators, emphasizing the importance of experiential learning and pedagogical innovation in nurturing the learning and dispositions of preservice teachers, particularly in the realm of music pedagogy. These findings contribute to informing preservice teachers’ curriculum development and early childhood education, ultimately questioning the quality of music education across educational contexts.