Abstract
Self-assessment can play an important role in teachers’ personal and professional development and is encouraged by educational programs worldwide. This article reports on a Greek study that aimed to investigate generalist preservice kindergarten teachers’ self-assessment of their music teaching ability. One hundred participants were asked to design and deliver three music sessions for the kindergarten and then prepare a short reflective portfolio. Qualitative analysis of the portfolios led to the identification of different issues related to student practices, including preservice teacher training, teaching ability, the effect of different school environments and policies, and personal thoughts and feelings. Finally, the article discusses the role of self-assessment in understanding students’ academic needs and suggests initiatives and policies that might promote better teaching practices in music education, both at kindergarten and university level.
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