{'fraction_non_alphanumeric': 0.012855831037649219, 'fraction_numerical': 0.0, 'mean_word_length': 5.770186335403727, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Using reflection as a tool for training generalist teachers to teach music

This article investigates the way future teachers can be encouraged to frame their pedagogy for music teaching through reflection. During student teachers’ first experience of teaching music to children in preschool settings, data were gathered through questionnaires, real time and video observations of teaching, discussions and reflective journals. The findings show that student teachers attempted to overcome their fears and incorporated theory, previous knowledge and experience into practice. With reflection, they increased their awareness of their beliefs, assumptions and values about teaching and realised the importance of immersing themselves in music-making with the children. Further questions arise in relation to policy issues affecting the teaching of music in preschool settings as well as the way training and planned opportunities can enrich students’ own creative musical experiences and finally affect their teaching approach in relation to musical creativity and teaching music in general.