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dc.contributor.authorMorgan, Hannah
dc.date.accessioned2022-05-19T14:59:07Z
dc.date.available2022-05-19T14:59:07Z
dc.date.issued2019-01-06
dc.identifier.issn2043-8338
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/337305
dc.description.abstractThe research examines the correlation between the development of improvisatory skills and pupil self-efficacy with regard to musical performance. The case-study highlights the difference between self-concept and self-efficacy, drawing attention to their importance within and beyond the Music classroom. Six, twelve-year-old students were observed within small-group, African Drumming lessons, and, in this setting, a social constructivist approach was used to explore improvisation. Whilst learning improvisatory skills appeared to strengthen the self-concept of all participants, this did not necessarily result in an increase in students’ self-efficacy. The research demonstrates the complexity of self-efficacy and suggests a need for further study, focusing particularly on the relationship between pupil expectations, ability and self-efficacy.
dc.publisherFaculty of Education
dc.rightsAll Rights Reserved
dc.rights.urihttps://www.rioxx.net/licenses/all-rights-reserved/
dc.subjectPGCE Music
dc.subjectYear 7
dc.subjectClassroom
dc.subjectEducation
dc.titleAn investigation into how the development of musical improvisation skills impacts Year 7 girls’ self-efficacy as performers of sub-Saharan African music
dc.typeArticle
prism.endingPage306
prism.publicationNameJournal of Trainee Teacher Educational Research
prism.startingPage275
prism.volume10
dc.identifier.doi10.17863/CAM.84718


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