Pre-service music teachers’ beliefs about pedagogy: Initial findings

Abstract

This paper reports on initial findings from a mixed method study of preservice music teachers’ beliefs about pedagogy conducted at Melbourne Graduate School of Education. The study focussed on assessing preservice teacher beliefs when they enter their course, whether these beliefs change over the course of a year and if the music cohort is different from their peers. Provisional results of surveys indicate, contrary to previous research that preservice music teachers might be more open to student-centred, constructivist pedagogies, than previous research has suggested. The authors speculate about what might explain these findings.