Enhancing Preservice Teachers' Self-Efficacy for Teaching Diverse Learners: Capturing Young Students' Attention through a Read-a-loud and Music

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Nancy McBride Arrington


Abstract: The sense of efficaciousness for engaging diverse learners was examined with twenty-four pre-service teachers concurrently enrolled in a junior-level Creative Arts methods course and a field experience course with placements in K-2 general education classrooms. The pre-service teachers participated in music and literacy activities in their university class, then planned and implemented standards-based music activities in literacy lessons with their young students. In this case study, both quantitative and qualitative data were collected, including a teacher self-efficacy scale, an attitude survey, written reflections, interviews, open-ended responses, and lesson plans. Results demonstrated a significant increase in the pre-service teachers’ self-efficacy in pre-post ratings analysis and indicated that this project contributed to their efficacy for engaging and meeting needs of diverse learners in the elementary classrooms.  The pre-service teachers demonstrated proactive classroom management and reflected upon their students’ increased focus in class. The pre-service teachers indicated that their success with these types of projects encouraged them to plan for similar implementation with their future diverse learners; therefore, providing potential to positively impact their future performance. Additionally, this project emanated Scholarship of Teaching and Learning by encouraging self-reflection; examining and applying effective teaching strategies; and advancing the field of teacher education.

Keywords: self-efficacy, preservice teachers, creative arts, diverse learners, Scholarship of Teaching and Learning.


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Arrington, N. M. (2023). Enhancing Preservice Teachers’ Self-Efficacy for Teaching Diverse Learners: Capturing Young Students’ Attention through a Read-a-loud and Music. Journal of the Scholarship of Teaching and Learning, 23(2). https://doi.org/10.14434/josotl.v23i2.33527
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