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  • 1 Neveléstudományi Doktori Iskola, ELTE, 1075 Budapest, Kazinczy u. 23–27.
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  • 1

    Abril, C. R. (2007) I Have a Voice but I just Can’t Sing: A Narrative Investigation of Singing and Social Anxiety. Music Education Research, 9/1. pp. 1–15.

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    Anning, A. (1988) Teachers’ Professional Learning. In: J. Calderhead (ed.) Teachers’ Theories about Children’s Learning. London, Falmer Press. pp. 128–145.

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    Asmus, E. P. (1986) Student Beliefs about the Causes of Success and Failure in Music: A Study of Achievement Motivation. Journal of Research in Music Education, 34/4. pp. 262–278.

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    Beswick, K. (2005) The Beliefs/Practice Connection in Broadly Defined Contexts. Mathematics Education Research Journal, 17/2. pp. 39–68.

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    Biasutti, M. (2010) Investigating Trainee Music Teachers’ Beliefs on Musical Abilities and Learning: a Qualitative Study. Music Education Research, 12/1. pp. 47–69.

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    Brändström, S. (1999) Music Teachers’ Everyday Conceptions of Musicality. Bulletin of the Council for Research in Music Education, 141. pp. 21–25.

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    Brickhouse, N. W. (1990) Teachers’ Beliefs about the Nature of Science and Their Relationship to Classroom Practice. Journal of Teacher Education, 41/3. pp. 53–62.

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    Burnard, P. (2003) “How Musical Are You?” – Examining the Discourse of Derision in Music Education. In: S. Leong (ed.) Musicianship in the 21st Century: Issues, Trends & Possibilities. Sydney, Australian Music Centre. pp. 28–38.

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    Calderhead, J. (1996.) Teachers: Beliefs and Knowledge. In: D. Berliner – R. Calfee (ed.) The Handbook of Educational Psychology. New York, Mc Millan. pp. 709–725.

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    Campbell, P. S. (2010) Songs in Their Heads: Music and Its Meaning in Children’s Lives. (2nd ed.) New York, Oxford University Press.

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    Clelland, P. (2006) Defining Ability. Music Teacher, 85/4. pp. 37–39.

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    Davis, M. (1994) Folk Music Psychology. The Psychologist, 7. p. 537.

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    Ernest, P. (1989) The Impact of Beliefs on the Teaching of Mathematics. In: P. Ernest (ed.) Math teaching: The State of the Art. New York, Falmer Press. pp. 249–254.

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    Evans, R. J. – Bickel, R. – Pendarvis, E. D. (2000) Musical Talent: Innate or Acquired? Perceptions of Students Parents, and Teachers. Gifted Child Quarterly, 44/2. pp. 80–90.

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    Falus I. (2001) A gyakorlat pedagógiája. In: Golnhofer Erzsébet – Nahalka István (ed.) A pedagógusok pedagógiája. Budapest, Nemzeti Tankönyvkiadó. pp. 15–27.

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    Fishbein, M. (1967) Attitudes and the prediction of behavior. In: M. Fishbein (Ed.), Readings in attitude theory and measurement (pp. 477–492). New York, Wiley.

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    Fives, H. – Buehl, M. M. (2008) What Do Teachers Believe? Developing a Framework for Examining Beliefs about Teachers’ Knowledge and Ability. Contemporary Educational Psychology, 33. pp. 134–176.

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    Golnhofer E. – Nahalka I. (eds) (2001) A pedagógusok pedagógiája. Budapest, Nemzeti Kiadó.

  • 19

    Hallam, S. (2006) Musicality. In: G. E. McPherson (ed.) The Child as Musician: A Handbook of Musical Development. New York, Oxford University Press. pp. 93–110.

  • 20

    Hallam, S. – Prince, V. (2003) Conceptions of Musical Ability. Research Studies in Music Education, 20. pp. 2–22.

  • 21

    Hallam, S. – Shaw, J. (2002) Construction of Musical Ability. Bulletin of the Council for Research in Music Education, 153/154. pp. 102–108.

  • 22

    Hewitt, A. (2006) A Q Study of Music Teachers’ Attitudes towards the Significance of Individual Differences for Teaching and Learning Music. Psychology of Music, 34/1. pp. 63–80.

  • 23

    Howe, M. J. A. – Davidson, J. W. – Sloboda, J. A. (1998) Innate Talents: Reality or Myth? Behavioral and Brain Sciences, 21. pp. 399–442.

  • 24

    Kagan, D. M. (1992) Implications of Research on Teacher Belief. Educational Psychologist, 27/1. pp. 65–90.

  • 25

    Lamont, A. (2002) Musical Identities and the School Environment. In: R. A. R. MacDonald – D. J. Hargreaves – D. Miell (eds): Musical Identities. Oxford, Oxford University Press. pp. 41–59.

  • 26

    Lane, A. M. (2007) Music Evaluation: A Research Study in Elementary Music Education. The Canadian Music Educator, 49/1. pp. 34–38.

  • 27

    Legette, R. M. (2002) Pre-Service Teachers’ Beliefs about the Causes of Success and Failure in Music. Update: Applications of Research in Music Education, 21/1. pp. 22–28.

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    Legette, R. M. (2012) In-Service Teacher Beliefs about the Causes of Success and Failure in Music. Bulletin of the Council for Research in Music Education, 192. pp. 75–81.

  • 29

    Mapana, K. (2011) The Musical Enculturation And Education of Wagogo Children. British Journal of Music Education, 28/3. pp. 339–351.

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    Monaghan, J. – Just, P. (2000) Social and Cultural Anthropology: A Very Short Introduction. Oxford, Oxford University Press.

  • 31

    Nespor, J. (1987) The Role of Beliefs in The Practice of Teaching. Journal of Curriculum Studies, 19/4. pp. 317–328.

  • 32

    Pajares, M. F. (1992. Teachers’ Beliefs and Educational Research: Cleaning up a Messy Construct. Review of Educational Research, 62/3. pp. 307–332.

  • 33

    Randles, C. (2011) “What Is a Good Musician?”: An Analysis of Student Beliefs. Arts Education Policy Review, 112/1. pp. 1–8.

  • 34

    Raths, J. (2001) Teachers’ Beliefs and Teaching Beliefs. Early Childhood Research & Practice, 3/1.

  • 35

    Richardson, V. (1996) The Role of Attitudes and Beliefs in Learning to Teach. In: J. Sikula (ed.) Handbook of Research on Teacher Education. (2nd ed.) New York, Macmillan. pp. 102–119.

  • 36

    Rokeach, M. (1968) Beliefs, attitudes, and values:a theory of organization and change. San Francisco, Jossey-Bass.

  • 37

    Ruddock, E. (2012) “Sort of in Your Blood”: Inherent Musicality Survives Cultural Judgement. Research Studies in Music Education, 34/2. pp. 207–221.

  • 38

    Shouldice, H. N. (2009) A Mixed Methods Investigation of K-12 Music Teacher Beliefs and Their Relationship to Teaching Practice. (Unpublished master’s thesis.) Ann Arbor, University of Michigan.

  • 39

    Shouldice, H. N. (2013) One Elementary Music Teacher’s Beliefs about Musical Ability: Connection to Teaching Practice and Classroom Culture. (Doctoral dissertation.) Michigan State University.

  • 40

    Sloboda, J. A. (1996) The Acquisition of Musical Performance Expertise: Deconstructing the “Talent” Account of Individual Differences in Musical Expressivity. In: K. A. Ericsson (ed.) The Road to Excellence. 107–126. Mahwah (NJ), Lawrence Erlbaum Associates.

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    Sloboda, J. (2005) Exploring the Musical Mind. New York, Oxford University Press.

  • 42

    Sloboda, J. A. – Davidson, J. W. – Howe, M. J. A. (1994) Is Everyone Musical? The Psychologist, 7. pp. 349–354.

  • 43

    Thompson, L. K. (2000) Freshmen Music Education Majors’ Preconceived Beliefs about the People and Processes Involved in Teaching. (Doctoral dissertation.) Retrieved from ProQuest Dissertations & Theses. (9983878)

  • 44

    Thompson, L. K. (2007) Considering Beliefs in Learning to Teach Music. Music Educators Journal, 93/3. pp. 30–35.

  • 45

    Van Zoest, L. R. – Jones, G. A. – Thornton, C. A. (1994) Beliefs about Mathematics Teaching Held by Pre-Service Teachers Involved in a First Grade Mentorship Program. Mathematics Education Research Journal, 6/1. pp. 37–55.

  • 46

    Vartuli, S. (2005) Beliefs: The Heart of Teaching. Young Children, 60/5. pp. 76–86.

  • 47

    Whidden, C. (2008) The Injustice of Singer/Non-Singer Labels by Music Educators. GEMS Gender, Education, Music & Society, 4.

  • 48

    Whidden, C. (2010) Hearing the Voice of Non-Singers: Culture, Context, and Connection. In: L. K. Thompson – M. R. Campbell (eds) Issues of Identity in Music Education: Narratives and Practices. Charlotte (NC), Information Age Publishing. pp. 83–107.

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    Zohar, A. – Degani, A. – Vaaknin, E. (2001) Teachers’ Beliefs about Low-Achieving Students and Higher Order Thinking. Teaching and Teacher Education, 17. pp. 469–485.


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Senior editors

Editor-in-Chief: Anikó Fehérvári

Editorial Board

  • Iván Bajomi (Eötvös Loránd Tudományegyetem)
  • Zsuzsanna Hanna Biró (Wesley János Lelkészképző Főiskola)
  • Anikó Fehérvári (Eötvös Loránd Tudományegyetem)
  • Katalin Forray R. (Pécsi Tudományegyetem)
  • Ildikó Hrubos (Budapesti Corvinus Egyetem)
  • Zoltán Györgyi (Debreceni Egyetem)
  • Tamás Kozma (Debreceni Egyetem)
  • Gergely Kováts (Budapesti Corvinus Egyetem)
  • Péter Lukács (Wesley János Lelkészképző Főiskola)
  • Péter Tibor Nagy (Wesley János Lelkészképző Főiskola)
  • István Polónyi (Debreceni Egyetem)
  • Géza Sáska (Eötvös Loránd Tudományegyetem)
  • Marianna Szemerszki (Oktatási Hivatal)
  • Krisztián Széll (Eötvös Loránd Tudományegyetem)
  • Gábor Tomasz (Oktatási Hivatal)
  • Zsuzsanna Veroszta (KSH Népességtudományi Kutatóintézet)

Institute: ELTE Neveléstudományi Intézet
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Language Hungarian
Size B5
Year of
2020 Volume 29
per Year
per Year
Founder Eötvös Loránd Tudományegyetem
H-1053 Budapest, Hungary Egyetem tér 1-3.
Publisher Akadémiai Kiadó
H-1117 Budapest, Hungary 1516 Budapest, PO Box 245.
Chief Executive Officer, Akadémiai Kiadó
ISSN 1216-3384 (Print)
ISSN 1419-8827 (Online)