Music Education Preservice Teachers’ Confidence in Resolving Behavior Problems

Abstract

The purpose of this study was to investigate whether there would be a change in preservice teachers’ (a) confidence concerning the resolution of behavior problems, (b) tactics for resolving them, (c) anticipation of problems, (d) fears about management issues, and (e) confidence in methodology and pedagogy over the time period of a one-semester general music methods course. The course contained a unit on classroom management comprised of direct instruction, assigned readings, and practical application. The study included music education majors ( N = 61) at a large Midwestern university where data were gathered from pretests and posttests over the course of four spring semesters. During each semester, each participant assumed the position of teacher while instructing peers, and had to resolve a behavior problem that was preplanned to occur during the lesson. The observed pretest–posttest differences for confidence concerning classroom management and confidence concerning methodology and pedagogy suggest that confidence in resolving behavior problems is learned. Furthermore, integrating methodology and pedagogy in classroom management into the curriculum for teacher preparation programs might better prepare preservice teachers for success in the classroom.