The literature concerning pre-service training in music education for generalist primary or elementary school teachers reveals a long-standing problem for teacher educators: low or poor self-efficacy concerning the teaching of classroom music. Concurrently, a critical examination of training programmes has less often featured, with only limited discussion of digital approaches to classroom music-making constituting the focus of empirical research. Through a focused case study in one Australian university, 136 pre-service teachers participated in a face-to-face module of interactive music education which culminated in a peer-directed collaborative digital music-making project. Pre- and post-surveys were implemented with shifts in pre-service teachers’ self-efficacy measured according to Bandura’s self-efficacy scales. Legitimation Code Theory from the sociology of education then served as an overarching theoretical lens through which to appraise the findings. Despite an enduring self-concept as ‘non-musicians’, the results highlight positive shifts in self-efficacy through the utilisation of peer-directed digital music-making tasks, with implications for teacher training programmes more broadly situated.

有关通才小学或小学教师音乐教育职前培训的文献揭示了教师教育工作者长期存在的问题：课堂音乐教学的自我效能感低或差。与此同时，对培训计划的严格审查很少出现，只有对课堂音乐制作的数字方法的有限讨论构成了实证研究的焦点。通过对澳大利亚一所大学的重点案例研究，136 名职前教师参与了互动音乐教育的面对面模块，最终形成了同行指导的协作数字音乐制作项目。根据班杜拉的自我效能感量表，根据职前教师的自我效能感的变化进行了事前和事后调查。来自教育社会学的合法化代码理论随后成为评估研究结果的总体理论镜头。尽管人们长久以来自我概念是“非音乐家”，但研究结果凸显了通过利用同伴指导的数字音乐制作任务，自我效能发生了积极的转变，这对更广泛的教师培训项目产生了影响。