Abstract The influence of male teachers on Foundation Phase learners needs to be explored to allow for subtle adjustment of programmes in higher education to empower them in a previously female world. When an unusually high entry of male students in a BEd Foundation Phase programme was experienced, adaptations had to be made to the music module to make provision for a tendency to sing in harmony rather than singing the melody and to avoid the influence of biological differences on timbre. With singing being an integral part of childhood education, generalist teachers, who do not have suitable singing abilities and confidence, will find the classroom situation challenging. Confidence is often influenced by the lack of proper singing ability. In addition, traditional African male singers have cultural influences that need to be considered when preparing them as Foundation Phase teachers. The main research question asks: How does an African male voice model impact on the acquisition of singing skills of learners in the Foundation Phase classroom? Literature, questionnaires, observations and interviews contributed to knowledge in this mixed method study using a constructivist paradigm. Findings include that cultural and biological aspects impact African male educators’ singing behaviour, influencing the singing voices of children in their care.

中文翻译：

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基础阶段男教师对其学习者的影响：音乐视角

摘要 需要探讨男性教师对基础阶段学习者的影响，以允许对高等教育课程进行细微调整，从而在以前的女性世界中赋予他们权力。当 BEd 基础阶段课程的男学生入学率异常高时，必须对音乐模块进行调整，以提供和声唱歌而不是唱旋律的倾向，并避免生物学差异对音色。歌唱是儿童教育不可或缺的一部分，没有合适歌唱能力和信心的通才教师会发现课堂环境充满挑战。缺乏适当的歌唱能力往往会影响自信心。此外，传统非洲男歌手具有文化影响，在准备他们成为基础阶段教师时需要考虑这些影响。主要研究问题是：非洲男声模型对基础阶段课堂学习者歌唱技能的获得有何影响？文献、问卷、观察和访谈为使用建构主义范式的混合方法研究提供了知识。调查结果包括文化和生物学方面影响非洲男性教育工作者的歌唱行为，影响他们照顾的儿童的歌声。观察和访谈有助于在使用建构主义范式的混合方法研究中获得知识。调查结果包括文化和生物学方面影响非洲男性教育工作者的歌唱行为，影响他们照顾的儿童的歌声。观察和访谈有助于在使用建构主义范式的混合方法研究中获得知识。调查结果包括文化和生物学方面影响非洲男性教育工作者的歌唱行为，影响他们照顾的儿童的歌声。