Article

The Gap between What You Think You Know and What You Know: A Study on Early Childhood Pre-Service Teachers’ Self-Perceptions and Actual Understandings of Musical Knowledge

Author

Jinyoung Kim,Seung Yeon Lee,Suhyun Kwon,Seonmi Park

Information

pp. 41~57 / 2014 Vol.8 No.3

Abstract

The purpose of this study is to compare early childhood pre-service teachers’ self-perceptions with theiractual understandings of musical knowledge. 121 pre-service teachers in Korea participated in the studyafter taking a music education course. They completed a questionnaire that set out to measure their selfperceptionsand actual understandings of musical knowledge. The results showed significant differencesbetween pre-service teachers’ perceived knowledge and their actual level of understanding. The gapbetween self-perceptions and actual level of understandings of musical knowledge was not significantlydifferent among the groups of participants with different periods of musical training except for timbreand dynamics. The results of this study were discussed in terms of what early childhood pre-serviceteachers still need, and how teacher education programs should prepare the teachers equipped withnecessary knowledge in order for them to provide rich musical experiences for young children.

Keywords

References

1. An, E. (2003). Correlation between musical environment & music listening ability: Focused on 3rd & 4th grades (Unpublished master’s thesis). Graduate School of Education, Seoul National University of Education, Seoul, Korea.
2. Beaton, P. (1995). The importance of music in the early childhood language curriculum. International Schools Journal, 15(1), 28-38.
3. Bilhartz, T. D., Bruhn, R. A., & Olson, J. E. (2000). The effect of early music training on child cognitive development. Journal of Applied Developmental Psychology, 20(4), 615-636.
4. Byo, S. J. (1999). Classroom teachers and music specialists’ perceived ability to implement the national standards for music education. Journal of Research in Music Education, 47(2), 111-123.
5. Cohen, D. K. (1990). A revolution in one classroom: The case of Mr. Oublier. Educational Evaluation and Policy Analysis, 12, 327- 345.
6. Costa-Giomi, E. (1999). The effects of three years of piano instruction on children's cognitive development. Journal of Research in Music Education, 47(3), 198-212.
7. Crncec, R., Wilson, S. J., & Prior, M. (2006). The cognitive and academic benefits of music to children: Facts and fiction. Educational Psychology, 26(4), 579-594.
8. Douglas, S., & Willatts, P. (1994). The relationship between musical ability and literacy skills. Journal of Research in Reading, 17(2), 99-107.
9. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
10. Gordon, E. E. (2013). A music learning theory for born and young children. Chicago: GIA.
11. Graziano, A. B., Peterson, M., & Shaw, G. L. (1999). Enhanced learning of proportional math through music training and spatial-temporal training. Neurological Research, 21(2), 139-152.
12. Gromko, J. E., & Poorman, A. S. (1998). The effect of music training on preschoolers' spatialtemporal task performance. Journal of Research in Music Education, 46(2), 173-181.
13. Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269-289.
14. Husain, G., Thompson, W. F., & Schellenberg, E. G. (2002). Effects of musical tempo and mode on arousal, mood, and spatial abilities. Music Perception, 20(2), 151-171.
15. Jones, A., & Moreland, J. (2005). The importance of pedagogical content knowledge in assessment for learning practice: A case-study of a whole-school approach. Curriculum Journal, 16(2), 193-206.
16. Kim, J. (2004). The musical teacher: Preparing teachers to use music in the childhood classroom. Dubuque, IA: Kendall/Hunt Publishing.
17. Kim, J. (2013a). Creative music integration: Music education for classroom teachers. Dubuque, IA: Kendall/Hunt Publishing.
18. Kim, J. (2013b). The music center in an early childhood classroom. Academic Exchange Quarterly, 17(2), 78-83.
19. Kim, J., & Choy, D. (2005). Investigation of pre-service teachers’ self perception on musical knowledge and teaching efficacy. International Journal of Early Childhood Education, 11(2), 81-98.
20. Kim, J., & Choy, D. (2008). Learning to toot your own horn: Pre-service teachers’ integrating music into a childhood classroom. Journal of Research in Childhood Education, 22(4), 405-423.
21. Kim, J., Eom, J., & Lee, S. Y. (2007). Music education for early childhood teachers. Seoul, Korea: Yang-Seo-Won.
22. Kim, J., & Lee, S. Y. (2009). Pre-service teachers' perceptions and perspectives on early childhood music education: A comparative analysis of the US and Korea. Advances in Music Education Research, 2, 63-79.
23. Kim, J., Lee, S. Y., Kwon, S., & Park, S. (2011, April). The gap between what you know and what you think you know: A study on self-perception and actual understanding of preservice teachers’ knowledge in music. Paper presented at the Annual Meeting of the American Education Research Association, New Orleans, LA, U.S. A.
24. Lamont, A. M. (2001, August). Infants' preferences for familiar and unfamiliar music: A socio-cultural study. Paper presented at the Society for Music Perception and Cognition, Kinston, Ont.
25. Lee, E., & Kim, Y. (1984). Music education for young children. Paju, Korea: Kyo-Mun-Sa.
26. Lee, Y. (2009). Music practices and teachers’ needs for teaching music in public preschools of South Korea. International Journal of Music Education, 27(4), 356-371.
27. Lenz, S. (1978). A case study of the musical abilities of three and four year-old children (Unpublished doctoral dissertation). University of Illinois at Urbana-Champaign, IL, U. S. A.
28. Levinowitz, L. M. (1999). Importance of music in early childhood. Music Educators Journal, 86(1), 17-18.
29. Levitin, D. J. (2006). This is your brain of music: The science of a human obsession. New York: Dutton Adult (Penguin).
30. MENC (1994). Opportunity-to-Learn Standards for Music Instruction: Grades PreK-12. Information on what schools should provide in terms of curriculum and scheduling, staffing, materials and equipment, and facilities. Reston, VA: Music Educators National Conference, ISBN 1- 56545-040-X.
31. Nichols, B., & Honig, A. S. (1995). The importance of an inservice music education program on young children’s responses to music. Early Childhood Development & Care, 113, 19- 29.
32. Peery, J. C., & Peery, I. W. (1986). Effects of exposure to classical music on the musical preferences of preschool children. Journal of Music Education, 34(1), 24-33.
33. Rovegno, I. C. (1992). Learning to teach in a field-based method course: The development of pedagogical content knowledge. Teaching & Teacher Education, 8(1), 69-82.
34. Sim, S., Yi, H., Yim, S., Park, S., Heo, E., & Park, J. (2003). Analysis of the conceptual map of kindergarten teachers concerning the content of music instruction. Journal of Association of Child Studies, 24(4), 71-88.
35. Yoon, E. (2010). A study on the correlation between music achievement, personality types (MMTIC), and musical environment for elementary school students (Unpublished master’s thesis). Graduate School of Education, Gyeongin National University of Education University, Incheon, Korea.
36. Yoon, H. (2002). The music curriculum of early childhood pre-service teacher training and the music education in early educational centers (Unpublished master’s thesis). Graduate School of Education, Yonsei University, Seoul, Korea.