Shifting From Fear to Self-confidence: Body Mapping as a Transformative Tool in Music Teacher Education
Keywords:Keywords, music teacher identity, fear, self-confidence, body mapping, elementary music education, Mots clés, identité des enseignants de musique, peur, confiance en soi, cartographie corporelle, enseignement de la musique au primaire
Fear and lack of self-confidence toward music teaching are frequently experienced by many Bachelor of Education teacher candidates when they imagine themselves as future elementary general music teachers. Integrating visual art body mapping in elementary music methods fosters a unique opportunity to identify and interrogate musical experience. Findings from a 2-year narrative inquiry reveal how body mapping provides a window into music teacher identity through understanding the role of musical experience in teacher candidates’ daily lives. Body mapping becomes a transformative tool in music teacher education to move teacher candidates from embodied fear to increased self-confidence in shaping future teaching practice.
Lorsque les étudiants au programme de Baccalauréat en Éducation s’imaginent comme enseignants de musique au primaire, ils éprouvent souvent de la peur et un manque de confiance. L’intégration de la cartographie corporelle aux méthodes d’enseignement de la musique au primaire favorise la création d’une occasion unique d’identifier l’expérience musicale et d’y réfléchir. Les résultats d’une enquête narrative ayant duré deux ans révèlent dans quelle mesure la cartographie corporelle offre une fenêtre sur l’identité de l’enseignant de musique en révélant le rôle de l’expérience musicale dans le quotidien des étudiants en pédagogie. La cartographie corporelle devient un outil de transformation dans la formation des enseignants de musique, un instrument qui les éloigne de leur peur enracinée et augmente leur confiance face à leur pratique pédagogique à l’avenir.
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