The Effects of Music Professional Development on
Generalist Preschool Teachers’ Confidence and Music Teaching Behaviors
H. Ellie Falter
Young children are musical beings who flourish in supportive, musical environments. In America, many attend preschool or kindergarten programs (NCES, 2015). While some students see a music specialist, others engage in most school music activities with a generalist teacher. These teachers may value music for young children, but many “feel ill-prepared to deliver meaningful instruction” (Nardo, Custodero, Persellin, & Fox, 2006, p. 289), or active music learning experiences that are appropriate in terms of both general and musical development.
Recognizing preschool teachers’ role in young children’s music education, many music teacher educators have helped these teachers continue to grow in how they think about and teach music. Researchers and music teacher educators have published articles in early childhood journals (see Bond, 2012), provided workshops…