Confidence development in non-music specialist trainee primary teachers after an intensive programme

Abstract

The issue of music teacher training for primary generalist teachers is shared by many countries in the world. We know from a range of studies which factors contribute to teachers’ abilities and confidence, but there are fewer studies that document the possible training approaches and interventions that might improve the outcomes. This article describes an international educational experience addressed to 23 trainee primary teachers coming from Austria, Italy, the Netherlands and Slovenia. The Intensive Programme1 called ‘International Summer School in Educating Music Teachers’ (ISSEMT) was offered at Padova University, Italy with the purpose of fostering confidence and competences among trainee generalist teachers for teaching music in the primary school. In planning the didactic approach of the ISSEMT, methods designed to enhance participants’ understandings of teaching creatively and teaching for creativity were adopted. The entire educational activity was evaluated by students using questionnaires and discussion. In addition, a follow-up interview was conducted with students after two years and five months, at the end of the ISSEMT. Students refer to the improvement of confidence in teaching music and the application of a creative approach. They appreciated the approach, the practical teaching ideas and the way the course closely related to their educational needs. These results are discussed in the framework of confidence development of the generalist teacher in the primary school for teaching music. The key factors that contributed to the effectiveness of the ISSEMT are also discussed.