Abstract
ABSTRACT In numerous countries, primary school class teachers have problems regarding music teaching. It has been reported that there is a lack of both confidence and musical skills. However, the question often relates not only to a lack of self-efficacy beliefs but also to the organisation of the studies. This research looks for sources influencing the formation of self-efficacy beliefs through the lens of self-efficacy theory considering music studies and seeks possible solutions to motivate and develop student teachers’ interest in teaching music at the primary school level. The research revealed several self-efficacy factors that had a significant influence on student teachers’ later motivation for teaching music in the future.
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