Abstract Student teachers bring with them a variety of perceptions relating to their concede ability and confidence both in their allow musical ability and in their ability to teach music in the generalist classroom.

Abstract

Student teachers bring with them a variety of perceptions relating to their concede ability and confidence both in their allow musical ability and in their ability to teach music in the generalist classroom. These perceptions have been influenced through students' background in the years prior to their University enrollment a certain quantity of students are confident while others are remarkably anxious about the thought of teaching music to a classroom of gymnasium children. This study investigates if there is a correlation between the age of the scholars their tertiary entrance score, year flush socioeconomic background, and their anxiety in relation to music