ABSTRACT

The goal of this study is to investigates the effect of training in music drama play on pre-service early childhood teachers`` self-directed learning ability and self-efficacy. Participants are 51 pre-service teachers majoring in early childhood education at a four-year university. The major results obtained from ANCOVA are as follows: First, pre-service early childhood teachers who had experience in the use of music drama play had higher scores on self-directed learning ability. Second, pre-service early childhood teachers who had experience in the use of music drama play had higher scores on self-efficacy. Thus present findings provide important support for training in music drama play as tools for enhancement of pre-service early childhood teachers`` self-directed learning ability and self-efficacy.

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