Preservice Classroom Teachers’ Preconceived Attitudes, Confidence, Beliefs, and Self-Efficacy Toward Integrating Music in the Elementary Curriculum

Abstract

Preservice elementary education majors are required at many colleges and universities to take a course in music methods to become certified in their field. These courses are offered because they are a valuable component of a well-rounded liberal arts education and helps preservice educators to teach students in a well-rounded fashion. They are considered useful and necessary for all beginning general education teachers. However, not all preservice teachers recognize the importance or value of a methods class because of their less than favorable experiences in their elementary music classes and low self-efficacy to teach music effectively. Helping elementary education majors to see the value of integrating music in their curriculum—and that they are more than capable of doing so if they focus on their attributes and maintain a positive attitude with regard to their ability—may contribute to their success in the methods class and in their future classrooms.