Restricted accessResearch articleFirst published online 2024
Preservice music educators’ perceived self-efficacy in teaching students with disabilities following special education coursework: A comparative mixed-methods study
Preservice music educators’ (PMEs) experiences teaching students with disabilities (SwD) often occurs through general education coursework. Researchers have examined the effect of content-specific course work on PMEs preparation to teach music to SwD but have not examined if differences in course and clinical settings impact their self-reported feelings of self-efficacy. The purpose of this study was to examine whether differences in the delivery (online or in-person) of music-specific coursework and clinicals affected PMEs confidence to teach music to SwD. Students who participated in an online course reported a significant decrease in their self-efficacy (t (17) = 3.57, p = .002, d = 0.89), while those who participated in an in-person course reported a significant increase (t (10) = 7.116, p = .001, d = 2.15). Although no statistical significance was found between groups (t (28) = 0.976, p = .33, d = 0.36), a comparative analysis of interview data provided nuanced differences. Applications for preservice music educator needs and instruction are discussed.
AmponsahS.vanWykM. M.KoluguM. K. (2022). Academic experiences of ‘zoom fatigue’ as a virtual streaming phenomenon during the covid-19 pandemic. International Journal of Web-Based Learning and Teaching Technologies, 17(6), 1–16. https://doi.org/10.4018/IJWLTT.287555
2.
AnJ. (2022). Impact of situated learning approach on teacher learning: Physical education teacher trainees’ perception of disability and inclusion. Social Education Research, 3(2), 245–256. https://doi.org/10.37256/ser.3220221280
3.
BailensonJ. N. (2021). Nonverbal overload: A theoretical argument for the causes of zoom fatigue. Technology, Mind, and Behavior, 2(1), 1-16. https://doi.org/10.1037/tmb0000030
BanduraA. (1997). Self-efficacy: The exercise of control. W.H. Freeman
6.
BartolomeS. (2013). Growing through service: Exploring the impact of a service-learning experience on preservice educators. Journal of Music Teacher Education, 23(1), 79–91. https://doi.org/10.1177/1057083712471951
7.
BautistaN. U.BooneW. J. (2015). Exploring the impact of TeachME lab virtual classroom teaching simulation on early childhood education majors’ self-efficacy beliefs. Journal of Science Teacher Education, 26(3), 237–262. https://doi.org/10.1007/s10972-0149418-8
8.
BurtonS.ReynoldsA. M. (2003). Transforming music teacher education through service learning. Journal of Music Teacher Education, 18(2), 18–33. https://doi.org/10.1177/1057083708327872
9.
CreswellJ. W.Plano-ClarkV. L. (2018). Designing and conducting mixed methods research. Sage.
10.
CulpM.SalvadorK. (2021). Music teacher education program practices: Preparing teachers to work with diverse learners. Journal of Music Teacher Education, 30(2), 51–64. http://doi.org/10.1177/1057083720984365
11.
deWinterJ. C. F. (2013). Using the student’s t-test with extremely small sample sizes. Practical Assessment, Research, and Evaluation, 18, 10. https://doi.org/10.7275/e4r6-dj05
12.
EmmanuelD. (2003). An immersion field experience: An undergraduate music education course in intercultural competence. Journal of Music Teacher Education, 33, 33–41.
13.
FisherR. A.SummittN. L.KozielE. B.HallA. V. (2021). Influences on teacher efficacy of preservice music educators. International Journal of Music Education, 39(4), 394–409. https://doi.org/10.1177/0255761420986241
14.
FreireP. (2000). Pedagogy of the oppressed (ebook ed.). Bloomsbury.
15.
GrimsbyR.ArmesJ. (2024). Perceptions and experiences of preservice music educators working with students with disabilities: A mixed methods inquiry of online field experiences within a music for special education course. International Journal of Music Education, 42(4), 584-596. https://doi.org/10.1177/02557614231188126
16.
HouriganR. M. (2009). Preservice music teachers’ perceptions of fieldwork experiences in a special needs classroom. Journal of Research in Music Education, 57(2), 152–168. http://doi.org/10.1177/0022429409335880
17.
KernP.TagueD. B. (2022). Students’ perception of online learning during covid-19: A U.S. -based music therapy survey. Journal of Music Therapy, 59(2), 127–155. https://doi.org/10.1093/jmt/thac003
18.
KillianJ. N.HenningerJ. C.WilliamsB. A. (2023). It’s about time: An examination of the importance of timing on positivity of preservice music educators’ teaching reflections. International Journal of Music Education, 41(1), 97–110. https://doi.org/10.1177/02557614221090582
19.
KruseN. B. (2015). “I’m supposed to enjoy teaching, but I just dread this”: Preservice teachers’ reflections on field experience teaching episodes. Visions of Research in Music Education, 26(1), Article 2. https://opencommons.uconn.edu/vrme/vol26/iss1/2
20.
LayneT. E.BlasingameJ. (2018). Analysis of a physical education teacher education field experience on working one-on-one with students with severe and profound disabilities in a self-contained environment. The Physical Educator, 75(4), 683–700. https://doi.org/10.18666/TPE-2018-V75-I4-7952
21.
McKoyC. L. (2013). Effects of selected demographic variables on music student teachers’ self-reported cross-cultural competence. Journal of Research in Music Education, 60(4), 375–394. https://doi.org/10.1177/0022429412463398
22.
MetsalaJ. L.HarkinsM. J. (2020). An examination of preservice teachers’ self-efficacy and beliefs about inclusive education. Teacher Education and Special Education, 43(2), 178–192. https://doi.org/10.1177/0888406419873060
OverlandC. (2017). Using roleplaying simulations and alternate reality gaming to develop professional behaviors in pre-service music teachers: A qualitative case study. Contributions to Music Education, 42, 107–128. https://www.jstor.org/stable/10.2307/26367439
26.
PattonM. Q. (2015). Qualitative research & evaluation methods. SAGE
PeeblesJ. L.MendaglioS. (2014). The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms. International Journal of Inclusive Education, 18(12), 1321–1336. https://doi.org/10.1080/13603116.2014.899645
29.
PillowW. (2003). Confession, catharsis, or cure? Rethinking the uses of reflexivity as methodological power in qualitative research. International Journal of Qualitative Studies in Education, 16(2), 175–196. https://doi.org/10.1080/0951839032000060635
RoulstonK. (2013). Reflective interviewing: A guide to theory & practice. SAGE
32.
SaldañaJ. (2016). The coding manual for qualitative researchers (3rd ed.). SAGE.
33.
SalvadorK. (2010). Who isn’t a special learner? A survey of how music teacher education programs prepare future educators to work with exceptional populations. Journal of Music Teacher Education, 20(1), 27–38. https://doi.org/10.1177/1057083710362462
34.
ShaughnessyM.DeFinoR.PfaffE.BlunkM. (2020). I think I made a mistake: How do prospective teachers elicit the thinking of a student who has made a mistake. Journal of Mathematics Teacher Education, 24, 335–359. https://doi.org/10.1007/s10857-020-09461-5
35.
TuckerO. G. (2020). Preservice music teacher occupational identity development in an early field experience. Journal of Music Teacher Education, 30(1), 39–52. https://doi.org/10.1177/1057083720935852
36.
Usta KaraI.ErsoyE. G. (2022). A new exhaustion emerged with covid-19 and a digitalization: A qualitative study on zoom fatigue. Opus Journal of Society Research, 19(46), 365–379. https://doi.org/10.26466/opusjsr.1069072
37.
VanDeusenA. J. (2019). A cultural immersion field experience: Examining preservice music teachers’ beliefs about cultural differences in the music classroom. Journal of Music Teacher Education, 28(3), 43–57. https://doi.org/10.1177/105/80833718824729
38.
VanWeeldenK.WhippleJ. (2005). The effects of field experience on music education majors’ perceptions of music instruction for secondary students with special needs. Journal of Music Teacher Education, 14(2), 62–70. https://doi.orgh/10.1177/10570837050140020109
39.
WhippleJ.VanWeeldenK. (2012). Educational supports for students with special needs: Preservice music educators’ perceptions. Update: Applications of Research in Music Education, 30(2), 32–45. https://doi.org/10.1177/8755123312436987
