Professional roles, and accountability of early childhood educators for the implementation of musical activities: Perspectives from students of teacher studies in three countries.
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| Title: | Professional roles, and accountability of early childhood educators for the implementation of musical activities: Perspectives from students of teacher studies in three countries. |
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| Authors: | Bačlija Sušić, Blaženka1 (AUTHOR) blazenka.baclijasusic@ufzg.hr, Sicherl Kafol, Barbara2 (AUTHOR) |
| Source: | Journal of Early Childhood Teacher Education. Jul-Sep2026, Vol. 47 Issue 3, p1042-1059. 18p. |
| Subject Terms: | *Teacher education, *Music education, *Early childhood education, *Occupational roles, *Curriculum implementation, *Musical ability, Government accountability, Cross-cultural studies |
| Geographic Terms: | Croatia, Serbia, Slovenia |
| Abstract: | The competencies, professional roles, and accountability of teachers are essential to the quality of early childhood education (ECE) and the effective implementation of curricula while collective accountability helps sustain progress and prevents regression. The study examines the attitudes of early childhood teacher education (ECTE) students (N = 458) from Croatia, Slovenia and Serbia toward their professional role and accountability in implementing music activities. Significant differences in attitudes were found between Croatian ECTE students and those from Slovenia and Serbia, with no significant difference between Slovenia and Serbia. A strong correlation was found between students' attitudes toward accountability for implementing music activities, the perceived importance of music, and their self-assessed musical competence in all countries. Improving the presence and quality of music courses in study programs could have a significant impact on the musical competence of ECTE students, their awareness of the importance of music for children and their accountability for the integration of musical activities in education. Continuous professional development and shared critical reflection on educational practices can further strengthen accountability and a shared pedagogical vision in ECE music education, both among future educators and current practitioners. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | The competencies, professional roles, and accountability of teachers are essential to the quality of early childhood education (ECE) and the effective implementation of curricula while collective accountability helps sustain progress and prevents regression. The study examines the attitudes of early childhood teacher education (ECTE) students (N = 458) from Croatia, Slovenia and Serbia toward their professional role and accountability in implementing music activities. Significant differences in attitudes were found between Croatian ECTE students and those from Slovenia and Serbia, with no significant difference between Slovenia and Serbia. A strong correlation was found between students' attitudes toward accountability for implementing music activities, the perceived importance of music, and their self-assessed musical competence in all countries. Improving the presence and quality of music courses in study programs could have a significant impact on the musical competence of ECTE students, their awareness of the importance of music for children and their accountability for the integration of musical activities in education. Continuous professional development and shared critical reflection on educational practices can further strengthen accountability and a shared pedagogical vision in ECE music education, both among future educators and current practitioners. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10901027 |
| DOI: | 10.1080/10901027.2025.2513920 |
