Self-efficacy issues in learning to teach composition: A case study of instruction

Abstract

Secondary music specialists at the University of Newcastle combine the study of education, music and music education within a Bachelor of Teaching/Bachelor of Music double degree structure. Despite their specialist study of music and considerable musical background, they echo the sentiments of many music educators (for example, Beauchamp, 1997; Jeanneret, 1997; 2000) in voicing their lack of confidence in teaching composition in the classroom setting. This paper outlines the results of the refinement of a composition module included in the third year secondary methods subject that endeavours to not only provide students with strategies for the classroom but also build their confidence to imp..