Pre-Service Kindergarten Teachers’ Confidence and Beliefs in Music Education
A Study in the Chinese Context
Datos Bibliográficos
| ID | 22041981 |
|---|---|
| Autores | Siu-Hang Kong (0000-0002-6977-5379, Education University of Hong Kong, autor de correspondencia), Xiaoyu Xiong (0009-0003-1654-5574, Education University of Hong Kong) |
| Año | 2025 |
| Volumen | 15 |
| Número | 6 |
| Páginas | 772 |
| Fecha de publicación | 2025-06-18 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Education Sciences (JOURNAL) |
| Identificadores de la revista | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Editorial | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15060772 |
| OpenAlex | W4411452585 |
| Idioma | EN |
| Citas recibidas | 3 |
| Referencias citadas | 67 |
Generalist kindergarten teachers often report insufficient theoretical and pedagogical preparation for music instruction in their teacher education, leaving them feeling underprepared. This study explores how pre-service kindergarten teachers in Hong Kong perceive their confidence in teaching music and how this perception influences their beliefs about the importance of music education. A total of 467 first-year pre-service teachers completed a questionnaire assessing their self-confidence in conducting music activities and their beliefs regarding the importance of music education for young children. Results showed that participants exhibited the lowest confidence in music teaching compared to other learning areas, particularly in activities requiring specialised musical knowledge and creativity, such as instrumental performance and music creation. A significant positive correlation was found between teachers’ perceived confidence and their belief in the importance of music education (rs(465) = 0.39, p
Creativity · Early childhood education · Feeling · Mathematics education · Music education · Pedagogy · Perception · Diverse Music Education Insights · Early Childhood Education and Development · Neuroscience and Music Perception · Psychology · Social Psychology
The Child as Musician
Cultural Capital and Parental Involvement
Music and Play in Early Childhood Education
Measuring Teacher Engagement
Examining the Relationship between Teachers’ Self-Efficacy, their Digital Competence, Strategies to Evaluate Information, and use of ICT at School
Pedagogical concept and social environment matters
Lofty aims, limited actors, fewer artifacts
Preservice Music Teachers Perceptions of Teaching and Learning Popular Music
Preservice Music Educators’ Preparedness, Self-Efficacy, and Commitment to Incorporate Popular Music
Teachers’ belief-and-practice gap in implementing early visual arts curriculum in Hong Kong
Primary school music teachers’ professional development motivations, needs, and preferences
Musical activities in preschool education
Creating a Vision for Teacher Education between East and West
Globalisation and localisation in music education in Hong Kong and Taiwan
The Implications of Developmentally Appropriate Practice for the Kindergarten General Music Classroom
Sounds to Share
Partial measurement invariance of beliefs about teaching for creativity across U.S. and Chinese educators
Beyond Gentrification
Accommodation and Compromise in the Contact Zone
"Raising Quality, Fostering "Creativity
| Obras citantes distintas | 3 |
|---|---|
| Citas por año | 3 |
| Intervalo de citas | 2025 - 2026 (2) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 3 |