Previous pedagogical experiences, self-efficacy and beliefs of preservice music teachers before a long-term internship

Abstract

Based on the offer-and-use model of practicum in teacher education (Gröschner & Hascher, 2019), this study examines prior music pedagogical experiences and experience-based constructs before the internship semester. A detailed presentation of the theoretical background and the current state of research is followed by a survey among 265 music teacher training students from North Rhine-Westphalia on their pedagogical experiences, their teacher self-efficacy expectations, their beliefs about the importance of music pedagogical knowledge for teaching, and their beliefs about the relevance of subject-related reflection. The results show high self-efficacy expectations and positive beliefs about music pedagogical knowledge and subject-related reflection. For students with previous experience in music education, the last two beliefs are even more positive. Possible consequences for teacher training and further questions for subject-related professionalization research are discussed.