Abstract

This paper presents the results of research on changes in attitudes towards music education among teacher education students who were exposed to vocal-instrumental lessons over the course of two semesters. The research was conducted among second-year students of teacher education at the Faculty of Education in Osijek, Croatia. The results have shown that students’ attitudes towards music education are relatively positive both before and after exposure to music lessons. Students with choir experience had more positive attitudes towards music education. Although positive attitudes after music lessons are somewhat higher, there is no statistically significant difference between the attitudes of students before or after music lessons. Further research on attitudes towards music education is suggested across a larger population of teacher education students, over a longer period of time, and using a wider range of instruments. U radu su predstavljeni rezultati istraživanja mogućnosti promjena stavova studenata učiteljskoga studija o glazbenom obrazovanju nakon dva semestra vokalno-instrumentalne nastave. Istraživanje je provedeno sa studenticama druge godine učiteljskoga studija na Fakultetu za odgojne i obrazovne znanosti u Osijeku, Hrvatska. Rezultati su pokazali kako studentice imaju relativno pozitivne stavove o glazbenom obrazovanju prije i poslije nastave glazbe, a pozitivniji stavovi su zabilježeni kod studentica koje imaju iskustvo pjevanja u zboru. Iako se može uočiti trend pozitivnijih stavova nakon nastave glazbe razlika u stavovima studentica o glazbenom obrazovanju prije i poslije nastave glazbe nije statistički značajna. Sugerira se istraživanje stavova o glazbenom obrazovanju na većem uzorku studenata učiteljskoga studija, kroz duže vremensko razdoblje i to opsežnijim mjernim instrumentom.