Proposal Abstract

This presentation highlights a SoTL research project developed from a desire to enrich Early Childhood Education pre-service teachers’ experience by a) equipping them with skills gained from a creative arts class to apply within their practicum experience, b) providing them opportunity for a richer and more meaningful field experience through arts integration, c) eliciting a more critical level of reflection, and d) stimulating a higher sense of efficaciousness for teaching diverse learners. This project is reflective of Hutchings and Cambridge’s (1999) definition of Scholarship of Teaching and Learning (SoTL): “…problem posing about an issue of teaching or learning, study of the problem through methods appropriate to disciplinary epistemologies, applications of results to practice, communication of results, self-reflection, and peer review” (p.7). Results from both quantitative and qualitative data will be shared, including Teacher Self-Efficacy Scale (Bandura, 2006), an attitude survey, written reflections, interviews, open-ended responses, and pre-service teachers’ lesson plans and artifacts from their music literacy project. Participants will engage in a sample music/literacy activity, and will be provided opportunity for discourse of application of the SoTL components in this project.

Location

Room 1005

Publication Type and Release Option

Presentation (Open Access)

 
Mar 26th, 2:00 PM Mar 26th, 2:45 PM

Examining Pre-Service Teachers’ Self-Efficacy for Enhancing Literacy of Diverse Learners through Music: A Creative Arts SoTL Project

Room 1005

This presentation highlights a SoTL research project developed from a desire to enrich Early Childhood Education pre-service teachers’ experience by a) equipping them with skills gained from a creative arts class to apply within their practicum experience, b) providing them opportunity for a richer and more meaningful field experience through arts integration, c) eliciting a more critical level of reflection, and d) stimulating a higher sense of efficaciousness for teaching diverse learners. This project is reflective of Hutchings and Cambridge’s (1999) definition of Scholarship of Teaching and Learning (SoTL): “…problem posing about an issue of teaching or learning, study of the problem through methods appropriate to disciplinary epistemologies, applications of results to practice, communication of results, self-reflection, and peer review” (p.7). Results from both quantitative and qualitative data will be shared, including Teacher Self-Efficacy Scale (Bandura, 2006), an attitude survey, written reflections, interviews, open-ended responses, and pre-service teachers’ lesson plans and artifacts from their music literacy project. Participants will engage in a sample music/literacy activity, and will be provided opportunity for discourse of application of the SoTL components in this project.