Transition from Student to Teacher: Preservice Teachers’ Beliefs and Practices

Abstract

This literature review examines research focusing on preservice music teachers’ developing beliefs about teaching and the ways those beliefs influence their practices. Dewey’s theory of experience suggests that experience influences beliefs, and studies of preservice music teachers support this theory. Music education researchers have examined sources of preservice teachers’ beliefs and the challenges for teacher educators in helping preservice teachers identify and articulate them. Studies are also reviewed documenting methods that music teacher educators have explored in helping preservice teachers link their beliefs with teaching practices in methods courses and early teaching experiences. Future research could examine the longitudinal development of beliefs from preservice through in-service teaching and effective methods for assessing preservice teachers’ development. Further research is also needed in preparing teachers with the desire and the skills needed to address the needs of culturally and musically diverse students.