Quantitative educational research is able to identify the causes, the factors and the effects related to educational outcomes. However, the discourse provided in qualitative research often provides a deeper and more enlightened picture of the investigation being undertaken. Education is a human endeavour and therefore there is a need to look beyond the numbers in scientific research studies to the social relevance of discourse which reflects on key elements revealed in statistical results.
This paper will focus on powerful social meanings that become evident when discourse is combined with empirical research. It will highlight the voices of a small number of subjects who were engaged through in-depth interviews in a longitudinal statistical study into the factors affecting the development of initial Music Teaching Self-Efficacy in primary (elementary) pre-service teacher education students. The social consequences and effects of music education will be discussed along with personal reflections of the educational experience of teacher preparation and practice. The aim of the paper will be to provide a framework of social meanings revealed through focused discourse related to the outcomes of the investigation.
|Keywords:||Social Influences and Effects of Music Education, Empirical Investigation of Music Teaching Self-Efficacy, Reflective Discourse|
4th Year Program Coordinator, Primary Teacher Education Program, School of Education, Australian Centre for Educational Studies, Macquarie University, Sydney, New South Wales, Australia
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