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Preservice teachers also start their programs with little or no music education background, making confidence, knowledge, and attitudes central to effective future teaching. This paper proposes a unit grounded in Kolb’s Experiential Learning Model, combining survey findings and online journals to assess developing confidence and competence. Results show 97% of students developed confidence and competence through experiential, face-to-face, and online learning experiences, supporting Kolb’s theory as the unit’s foundation.",{"@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/mission-impossible-or-possible-mission-changing-confidence-and-attitudes-of-primary-preservice-music-education-students-using-kolbs-experiential-learning-theory/593620/",{"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/mission-impossible-or-possible-mission-changing-confidence-and-attitudes-of-primary-preservice-music-education-students-using-kolbs-experiential-learning-theory/593620.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper focus on in primary music education?","Question",{"text":112,"@type":113},"The paper addresses the lack of confidence and competence among generalist primary teachers to teach music, alongside the limited or absent music education background that many preservice teachers bring into their programs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What approach does the study use to improve preservice teachers’ confidence?",{"text":117,"@type":113},"It evaluates a primary creative arts teacher education unit designed around Kolb’s Experiential Learning Model, using survey data and students’ online journals to assess learning outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"What learning experiences were linked to students’ sense of competence in teaching music?",{"text":121,"@type":113},"Students reported that experiential, face-to-face, and online training approaches to relevant skills and knowledge helped shape their competence and confidence in music teaching.","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},593620,1792165955,{"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":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Mission Impossible or Possible Mission? Changing confidence and attitudes of primary preservice music education students using Kolb’s Experiential Learning Theory  \nDeirdre Russell-Bowie  \nUniversity of Western Sydney  \nAbstract  \nMany Australian state primary schools have a policy to use generalist teachers to teach music as well as many other subjects, however research indicates that primary generalist teachers lack confidence and competence to teach music in their classrooms. Added to this, preservice teachers enter their initial teacher education course with little or no background in music education and low confidence to teach music. Skills, knowledge and attitudes that are learned in the preservice teacher education course are crucial to developing the students’ confidence and competence to teach music. This paper presents one approach to addressing this situation, based on Kolb’s Experiential Learning Model. A description of a primary creative arts teacher education unit is given, then results from a quantitative and qualitative student survey are triangulated with the students’ online journals and are used to evaluate the unit in terms of the students’ developing confidence and competence in music education, based on their learned skills and knowledge. Results indicated that the majority of the students (97%) developed their confidence and competence to teach music using this approach. Specific learning experiences that helped affect their sense of competence in teaching music included experiential, face-to-face and online training approaches to learning relevant skills and knowledge, which confirmed the importance of using Kolb’s Experiential Leaning Theory as the basis for the unit.  \nKey words: Kolb’s Experiential Learning Theory; preservice teachers; music education.  \nAustralian Journal of Music Education 2013:2,46-63  \nIntroduction  \nSince the days of the Greek philosophers, music education has been considered an important part of a child’s development (Gillespie, 1992; Kelstrom, 1998; Miller & Coen, 1991; Robitaille & O’Neal, 1981) . Often music education has been left up to the school to provide for children, and in many cases, for policy or financial reasons, the generalist primary teacher is expected to teach music along with many other subjects. However, for over 45 years many studies into primary music education in Australia have found that generalist teachers  \nare not confident or competent to teach primary school music (ASME/ACE, 1973; Bartle, 1968; Covell, 1970; DEST, 2005; Hobcroft, 1980; NSW Ministry of Education, 1974; Senate Environment, Recreation, Communications and the Arts Reference Committee (SERCARC), 1995) .  \nDespite each of these reports’recommendations to increase the face-toface hours in teacher education institutions, the number of hours in music education for preservice primary generalist teachers has decreased significantly (SERCARC, 1995). Added  \n46 2013, No. 2  \nto this, many teacher education Arts educators are faced with ensuring their students can teach four or five art forms (music, dance, drama, visual arts and media arts) at the end of one or two units in creative arts.  \nThis paper presents one approach to addressing this situation, based on Kolb’s Experiential Learning Model (Kolb, 1984) . A description of the approach is given, then results from a student survey and the students’ online journals are used to evaluate the unit in terms of the students’ developing confidence and competence in music education. Investigations will indicate whether or not the students developed their confidence in teaching music using this approach, and if so, what specific learning experiences helped affect their sense of competence in teaching music.  \nBackground to the study  \nMany Australian state primary schools rely on ageneralist teacher to teach music as well as many other subjects, with a strong emphasis on literacy and numeracy and basic skills testing (RussellBowie, 2002). However rese","cbCaialKBVjGPkBw","https://ap.wps.com/l/cbCaialKBVjGPkBw","pdf",174951,18,"English","# Abstract\n# Introduction\n# Background to the study","[{\"question\":\"What problem does the paper focus on in primary music education?\",\"answer\":\"The paper addresses the lack of confidence and competence among generalist primary teachers to teach music, alongside the limited or absent music education background that many preservice teachers bring into their programs.\"},{\"question\":\"What approach does the study use to improve preservice teachers’ confidence?\",\"answer\":\"It evaluates a primary creative arts teacher education unit designed around Kolb’s Experiential Learning Model, using survey data and students’ online journals to assess learning outcomes.\"},{\"question\":\"What learning experiences were linked to students’ sense of competence in teaching music?\",\"answer\":\"Students reported that experiential, face-to-face, and online training approaches to relevant skills and knowledge helped shape their competence and confidence in music teaching.\"}]","Mission Impossible or Possible Mission - Changing confidence and attitudes of primary preservice music education students using Kolb’s Experiential Learning Theory | PDF",1792077586,45]