Preservice music educators’ (PMEs) experiences teaching students with disabilities (SwD) often occurs through general education coursework. Researchers have examined the effect of content-specific course work on PMEs preparation to teach music to SwD but have not examined if differences in course and clinical settings impact their self-reported feelings of self-efficacy. The purpose of this study was to examine whether differences in the delivery (online or in-person) of music-specific coursework and clinicals affected PMEs confidence to teach music to SwD. Students who participated in an online course reported a significant decrease in their self-efficacy ( t (17) = 3.57, p = .002, d = 0.89), while those who participated in an in-person course reported a significant increase ( t (10) = 7.116, p = .001, d = 2.15). Although no statistical significance was found between groups ( t (28) = 0.976, p = .33, d = 0.36), a comparative analysis of interview data provided nuanced differences. Applications for preservice music educator needs and instruction are discussed.

中文翻译：

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职前音乐教育者在特殊教育课程作业后教授残疾学生时的感知自我效能感：一项比较混合方法研究


职前音乐教育者 （PME） 教授残疾学生 （SwD） 的经历通常通过通识教育课程进行。研究人员已经检查了特定内容的课程作业对 PME 准备向 SwD 教授音乐的影响，但尚未检查课程和临床环境的差异是否会影响他们自我报告的自我效能感。本研究的目的是检查音乐特定课程和临床授课（在线或面对面）的差异是否会影响 PME 向 SwD 教授音乐的信心。参加在线课程的学生报告他们的自我效能感显着降低 （ t （17） = 3.57， p = .002， d = 0.89），而参加面对面课程的学生报告显着增加 （t （10） = 7.116， p = .001，d = 2.15）。尽管组间没有发现统计学意义 （ t （28） = 0.976， p = .33， d = 0.36），但对访谈数据的比较分析提供了细微的差异。讨论了职前音乐教育者需求和指导的应用。