Perceptions of Musicality and Musical Confidence Among the UAE’s Trainee Primary Teachers: Identity Formation in an International Setting

Music education provides well-documented classroom benefits, yet generalist teachers often report a lack of readiness to integrate it into their lessons. Using Castells’ theory of identity formation (legitimising, resistance, and project identities) this study investigates teaching confidence among trainee generalist primary teachers in British international schools in the United Arab Emirates (UAE). Using an explanatory sequential mixed-methods design, 18 trainee teachers at a British university branch campus were surveyed about their musical experiences and teaching confidence, with 11 participating in follow-up interviews. Findings revealed that music was ranked lowest among subjects they felt confident teaching, despite most having previous music experience. Analysis showed how dominant Western musical paradigms influenced participants’ self-perception, creating tensions between their diverse musical experiences and perceived professional requirements. These perceptions affected confidence, particularly when teaching older primary students. Despite these challenges, an emergence of teaching methods that offered pathways towards a more inclusive pedagogy was observed in the data. This research contributes to understanding how cultural conceptions of musicality affect teacher confidence and has implications for international teacher education programmes. It recommends developing approaches that help trainee teachers reconceptualise musical knowledge and practice, to embrace more inclusive pedagogical strategies that validate diverse musical experiences.