Abstract
The purpose of this study was to investigate the music teaching efficacy beliefs and commitment to teaching of preservice music teachers enrolled in an introductory music education course. Also explored was the impact of introductory music education course experiences on preservice music teachers’ music teaching efficacy beliefs and commitment to teaching. This study was conducted in a sequential explanatory mixed-methods design, organized into two strands (Strand I: Quantitative, Strand II: Qualitative). Introductory music education students (
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