Cultivating Creativity in Teacher Education
A Strategic Informal Approach to Music and Early-Childhood Pedagogy
DOI:
https://doi.org/10.21240/constr/2025/17.XKeywords:
Music pedagogy, Design-based Research, Constructionism in early education, Strategic Informal Approach, Preservice teacher preparationAbstract
Music education is widely recognized for its cognitive and emotional benefits, making it a significant focus of educational research. However, many educators – particularly in early childhood and primary settings – are reluctant to integrate music into their teaching. This hesitation often stems from inadequate musical preparation, low self-confidence, and insufficient support. Such limitations reduce both the frequency and quality of musical experiences offered to students, limiting their developmental opportunities. To address this issue, a balanced approach to teacher preparation is needed – one that combines theoretical understanding with practical, experiential learning to build both music skills and teaching. This article introduces the Strategic Informal Approach (SIA), a constructionist model informed by Mitchel Resnick’s (2007) “Creative Learning Spiral” and principles of Design-based Research (DbR). The intervention emphasized collaborative music creation, reflection, and hands-on learning to support both musical and pedagogical growth among early childhood preservice teachers. In this study, the Strategic Informal Approach was applied at European University Cyprus, within a teacher preparation program for early childhood preservice teachers. Through experiential learning and a series of collaborative music games, significant shifts were observed in participants’ music learning and dispositions towards integrating music in their teaching. The program was guided by four key principles – Inspire, Explore, Create, and Celebrate – which shaped the redesign of music sessions to foster holistic learning and community building.While limited by a small sample and single context, the study points to promising directions for adapting the SIA in broader settings. Given its reliance on the instructor-researcher’s dual role, future research should explore its application across larger cohorts. These findings emphasize the potential of experiential, inclusive, and constructionist approaches to transform music education, offering valuable insights into preparing future educators by making music more accessible, engaging, and sustainable.
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