Connection Between the Quality of Music Education and Student - Preschool Teachers’ Readiness to Conduct Music Activities in Kindergarten/Povezanost kvalitete glazbenoga obrazovanja i spremnosti studenata odgojiteljskoga studija za provođenje glazbenih aktivnosti u vrtiću

Abstract

Abstract
How well-prepared preschool teachers are to teach kindergarten music activities
largely depends on their previous music education (formal and informal), their
personal affinities, attitudes towards music, and the amount and quality of music
education accessible to university students. The majority of students enrolled in
Faculties of Teacher Education have had very little or no musical experience before
their studies. Hence, the quality of music education plays a key role in the formation
of a musically competent preschool teacher. In this sense, this research aimed to
determine how students of Early and Preschool Education (EPE) from one location
Department of the Faculty of Teacher Education in Zagreb, assess the quality of
music lessons and their readiness to conduct music activities in kindergarten.
This research also sought to discover if there was a connection between those two
categories and differences within them regarding demographic characteristics. For
the purposes of this research, two instruments were constructed: the Scale of the
Quality of Music Education and the Scale of Opinions about One’s Readiness to
Conduct Kindergarten Music Activities. Descriptive analysis has showned that
EPE students estimate the quality of music lessons as very high, including their
own readiness to conduct music activities in kindergarten. Students with prior
music education more positively assess their readiness to conduct music activities
in kindergarten than students without such education, and part-time students also
estimate their readiness as higher than full-time students. A significant difference
was also discovered in the assessment of the quality of music education in EPE
studies, which was most positively assessed by senior (third year) students, while
no such difference was observed when comparing full-time and part-time students.
Keywords: early and preschool education; teaching quality; music activities;
preschool teachers; readiness.

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Sažetak
Koliko će odgojitelj biti spreman za provođenje glazbenih aktivnosti u vrtiću, uvelike
ovisi o njegovu prethodnu glazbenom obrazovanju (formalnom i neformalnom),
osobnim afinitetima, stavovima o glazbi te količini i kvaliteti glazbenoga obrazovanja
koje student ima na obrazovnom fakultetu. Većina studenata koja polaze obrazovne
fakultete, imaju vrlo mala ili nikakva glazbena iskustva prije studija pa će upravo
kvaliteta glazbenoga obrazovanja odigrati ključnu ulogu u formiranju glazbeno
kompetentnoga odgojitelja. U tom smislu, ovim istraživanjem željelo se utvrditi
kako studenti ranoga i predškolskog odgoja, jednoga lokacijskog odsjeka Učiteljskog
fakulteta u Zagrebu, procjenjuju kvalitetu nastave glazbe i vlastitu spremnost
za provođenje glazbenih aktivnosti u vrtiću. Također, željelo se otkriti postoji li
povezanost između ovih dviju kategorija kao i razlike unutar istih s obzirom na
demografska obilježja. Za potrebe ovoga istraživanja konstruirana su dva instrument:
Skala kvalitete glazbenoga obrazovanja i Skala mišljenja o spremnosti provođenja
glazbenih aktivnosti u vrtiću. Deskriptivna analiza pokazala je da studenti ranoga
i predškolskoga studija vrlo visokom procjenjuju kvalitetu nastave glazbe i vlastitu
spremnost za provođenje glazbenih aktivnosti u vrtiću. Studenti s prethodnim
glazbenim obrazovanjem pozitivnije procjenjuju spremnost za provođenje glazbenih
aktivnosti u vrtiću od studenata koji takvo obrazovanje nemaju, a veću spremnost
procjenjuju i studenti izvanrednoga studija u odnosu na one koji polaze redovni
studij. Značajna razlika otkrivena je i u procjeni kvalitete glazbenoga obrazovanja
na studiju koju su najpozitivnije procijenili studenti završnih godina (3. godina) dok
između studenata redovnoga i izvanrednoga studija nema takve razlike.
Ključne riječi: glazbene aktivnosti; kvaliteta nastave; odgojitelji; rani i predškolski
odgoj i obrazovanje; spremnost.