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A pilot series of five, 1.5-hour professional development workshops evaluated participants’ impact. Training emphasized singing and composition, revealing noticeable confidence gains, especially in composition, supported by simple, effective classroom activities. Evidence also suggests strong learning-to-implementation linkage improves outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/improving-teacher-confidence-evaluation-of-a-pilot-music-professional-development-program-for-primary-teachers/593920/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/improving-teacher-confidence-evaluation-of-a-pilot-music-professional-development-program-for-primary-teachers/593920.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is teacher confidence important for music education in primary schools?","Question",{"text":112,"@type":113},"Music education depends largely on generalist classroom teachers when specialist provision is not systemic. Low skills and/or confidence can limit the quality and consistency of music teaching, creating an equity issue for students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the pilot professional development workshops focus on?",{"text":117,"@type":113},"The workshops covered most of the primary music curriculum but prioritized singing and composition. These areas are described as integral and particularly challenging for teachers, especially composition.",{"name":119,"@type":110,"acceptedAnswer":120},"What impact did the pilot workshops have on participants?",{"text":121,"@type":113},"Participants showed noticeable improvements in confidence to deliver music programs across areas, with the strongest gains in composition. The program’s approach appeared to help teachers recognize simple yet effective activities they could apply in their classrooms.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593920,1792210153,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Improving teacher confidence – evaluation of a pilot music  \na u s t r a l i a n  \na  \ns o c i e t y  \ns  \nf o r m u s i c  \nm  \ne d u c a t i o n  \ne  \ni n c o r p o r a t e d  \nprofessional development program for primary teachers  \nBenjamin Thorn  \nUniversity of New England, NSW  \nInga Brasche  \nThe Armidale School, NSW  \nAbstract  \nGood musical education has been shown to have benefits across the curriculum but its delivery in schools is still extremely variable. Part of the problem is that many primary teachers lack skills and/or confidence to offer engaging music programs. In an attempt to find possible solutions to this problem we ran a pilot program of a short series of professional development workshops and evaluated their impact on the participants. The five, hour and a half workshops covered most of the primary music curriculum but focused on singing and composition, as areas that are integral to the curriculum and in the case of composition the area of most trepidation amongst teachers. After the workshops we discovered noticeable improvements in confidence to deliver music programs in all areas but particularly in composition, probably mostly due to participants becoming aware of simple yet effective activities they could use. Some participants successfully tried out workshop ideas in their classrooms, while attending the workshops, suggesting that a close relationship between learning and implementation will enhance the learning experience. The pilot program  \ndemonstrated that even comparatively short programs can be effective and provided some indications of useful strategies for delivering supportive and efficacious programs and potentially useful content and resources.  \nKeywords: music education, teacher confidence, professional development,  \nWhile there is increasing evidence of the benefits of good musical education across the curriculum the situation with regard to its delivery in schools is still extremely variable. Private schools often, though not always, provide specialist teachers in primary years. But where there is no systemic provision for specialist music teachers, for instance in government primary schools in New South Wales (NSW), music education depends on the skills, knowledge and confidence of generalist classroom teachers. In some cases these do an excellent job but in other cases there is considerable room for improvement, which could  \nbe seen as creating a significant equity issue for students, with some students, simply because of the skill sets ofthe teachers at their schools, or the way staffing is managed, receiving very little of the concomitant benefits of good music education (Brasche & Thorn, 2016).  \nThe amount of time dedicated to music in preservices courses is declining significantly (Thorn & Brasche, 2015) with some courses including only a single unit that covers five creative arts subjects:  \nMusic, Dance, Drama, Visual Arts and Media Arts. Western Sydney University, for instance covers these with six 2 hour lectures plus a 1 hour introductory  \nAustralian Journal of Music Education 41  \nonline lecture and six 2 hour tutorials plus one hour for face-to-face presentations (Western Sydney University, 2017) which means only four to eight contact hours of music, as compared to at least 135 contact hours in 1951 at the Armidale Teacher’s College (Armidale Teachers College, 1951). Even the better cases, where four creative arts are covered in two units, provide quite limited scope, maybe only 12 contact hours, for developing music related skills, knowledge and confidence. Unless the pre-service teachers already have a good musical background it is difficult to expect much skill development in that time and programs focus on specific activities and developing the confidence to try them out in the classroom. About a third of teachers play a musical instrument, a figure that matches that of the general population (Thorn & Brasche, 2015; Schippers, 2007), but that does not mean tha","cbCainoJ9A9mTws8","https://ap.wps.com/l/cbCainoJ9A9mTws8","pdf",112377,"English","# Abstract\n## Background and equity issues in primary music delivery\n## Limits in pre-service music training\n## Confidence barriers for teachers\n## Possible solutions: mentoring and targeted professional development\n## Design of the pilot professional development program","[{\"question\":\"Why is teacher confidence important for music education in primary schools?\",\"answer\":\"Music education depends largely on generalist classroom teachers when specialist provision is not systemic. Low skills and/or confidence can limit the quality and consistency of music teaching, creating an equity issue for students.\"},{\"question\":\"What did the pilot professional development workshops focus on?\",\"answer\":\"The workshops covered most of the primary music curriculum but prioritized singing and composition. These areas are described as integral and particularly challenging for teachers, especially composition.\"},{\"question\":\"What impact did the pilot workshops have on participants?\",\"answer\":\"Participants showed noticeable improvements in confidence to deliver music programs across areas, with the strongest gains in composition. The program’s approach appeared to help teachers recognize simple yet effective activities they could apply in their classrooms.\"}]","Improving teacher confidence - evaluation of a pilot music professional development program for primary teachers | PDF",1792078181,18]