Overcoming the red-feeling: the development of confidence to teach music in primary school amongst student teachers

Abstract

The music curriculum, along with the other arts in primary education in England, is under pressure from an increasing governmental focus on ‘core’ subjects. Recruits to the profession are particularly important to the long-term health of music in schools. As part of a longitudinal study to evaluate the efficacy of the university-based arts courses in preparing student teachers, the author looked at the factors affecting music. In so doing it emerged that feelings of confidence were a significant feature in the profile of successful students. The findings from this longitudinal study contribute to our understanding of how students perceive their development as teachers of music and the other arts in primary schools. The subjects of this study were students following a four-year Bachelor of Arts in Education BA(Ed.) course that prepared them to teach the full range of school curriculum subjects as generalists. The analysis of a series of semi-structured interviews reveals a complex interaction between prior experience and beliefs, and the quality of school experience.