An investigation of the relationship between life musical experiences and primary teachers' confidence to teach music

This study examines why so many generalist primary teachers lack confidence in teaching music, what contributes to this lack of confidence in some, and what creates confidence in others. Current thinking on musical identities, musical knowledge, learning and teaching is examined, and through the use of recorded semi-structured interviews, the life-musical experiences of a group of fifteen primary teachers are documented and categorised initially in a negative to positive range. Singing is remembered by all the interviewees as the most positive experience, and it is also the most confident area of their current music teaching. Negative remarks about performance, some of which caused humiliation, are revealed to be highly influential in forming a poor musical identity. Little or no memory of ITE curriculum music is common, with few participants observing music teaching or lesson planning before qualifying.EThOS - Electronic Theses Online ServiceGBUnited Kingdo