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
Recommended Citation
Arrington, Nancy M., "Examining Pre-Service Teachers’ Self-Efficacy for Enhancing Literacy of Diverse Learners through Music: A Creative Arts SoTL Project" (2015). SoTL Commons Conference. 99.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/99
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.
