1,721,080 research outputs found
What I learned from Alan: a case of change in an initial teacher training course
No full textThis article examines a change in the procedures for developing trainees’ subject knowledge on a music PGCE course. The change, provoked by the response of an extraordinary trainee, prompts the author to ask, ‘to what extent are changes in teachers’ practice provoked by extraordinary learners?’ and, ‘how might such processes be researched?
Lo que aprendí de Alan: Un caso de cambio en la formación inicial del profesorado.
No full textThis is a Spanish translation of the article, 'What I learned from Alan: a case of change in an initial teacher training course', first published in Music Education Research, 7(1).Este artículo examina un cambio en los procedimientos para desarrollar el conocimiento musical de los estudiantes en un programa de formación inicial del profesorado de música. El cambio, provocado por la respuesta de un estudiante extraordinario, lleva al autor a preguntar “¿hasta qué punto los cambios en las prácticas docentes están provocados por alumnos extraordinarios?” y “¿cómo se podría investigar esos procesos?”This article examines a change in the procedures for developing trainees’ subject knowledge on a music Professional Graduate Certificate in Education course. The change, provoked by the response of an extraordinary trainee, prompts the author to ask “to what extent are changes in teachers’ practice provoked by extraordinary learners?” and “how might such processes be researched?
Teachers’ action research and the generation of knowledge: the Southampton Music Action Research Project, 2007-08
No full textTeachers’ classroom-based action research
No full textTeachers’ classroom-based action research is sometimes misunderstood by those who undertake it and support it, in three respects. First, it is wrongly assumed to fall into either positivist or interpretive paradigms (or perhaps a mixture of both) or to be critical. Second, there is little understanding as to why action research is necessarily self-reflexive, collaborative and political. Third, there is a view that classroom research studies are not suitable for dissemination because they are not generalisable. Drawing on the work of Heron and Reason I outline a view of how teachers are positioned in their classroom to explain why teachers’ classroom-based action research cannot be underpinned by positivist, interpretive or critical paradigms, is necessarily self-reflexive, collaborative (albeit in a weak form) and political, and is suitable for dissemination to teachers, working in similar context
Using computers to teach listening skills: an intervention study
No full textThis report details an intervention study that I undertook with a group of students and their teacher in a Secondary school in England. 14-15 year old students were systematically taught several strategies for improving their listening skills, including using computers. Pre- and post- tests show a marked increase in scores. However, qualitative data show that students used haphazard approaches, rather than the systematic approach they were taught. This study suggests that intervention studies might generate sophisticated understandings of students’ learning strategies in musi
How do Secondary school music teachers undertake action research?
No full textThe theoretical position that underpins this study is that it is possible for practitioners to undertake ethically-informed research into their own practice whilst also changing that practice, through the process of action research. In this process, practitioners (such as teachers) operate a series of flexible cycles, deciding what is worth researching, collect and analyse data, in order to evaluate and improve their own educational influences, thereby making their teaching practices research-informed. Action research is sometimes contrasted with more traditional methods in which knowledge production is the job of external researchers. It is associated with the terms ‘teacher research’ ‘practitioner research’ and ‘Self-study’. Because it integrates research with action, it is essentially practical in nature, and it is seen as having a political purpose, particularly in empowering (emancipating) groups of people to work together for the common good.Although there has been a proliferation of action research in education during the last sixty years there are few published studies of action research in music education – a literature search has revealed fewer than thirty such studies in academic journals, books and conference proceedings. The purpose of this study was to investigate why this might be – what factors discourage music teachers from undertaking action research. In consultation with Local Authorities in the South of England, a group of ten Secondary school music teachers was recruited. Over the course of one year, they undertook small-scale action research studies in their own schools and also met together to discuss and share their work. Participant observation of these meetings was used to understand how the teachers decided what to research, how they collected and analysed data, and how they came to understand patterns in their data. Semi-structured interviews were used to understand how they experienced the research process. Analysis of the data is continuing; preliminary analysis suggests that the teachers were heavily influenced by the need to conform to government-sponsored initiatives and to provide quantitative data that might demonstrate clear achievement by their pupils. As a result, they understood action research in largely technical terms. These findings build on previous studies of action research by teachers and student teachers including studies by Roulston et al. (2005), Strand (2006) and Cain et al. (2007). The study suggests that action research can act as a powerful means for music teachers to examine and develop their practice, but that its potential is not fully realised by music teachers. The study suggests some conditions which might better realise this potential
What is the relationship between research and development as a professional?
No full textThe book is designed to assist trainee teachers in undertaking an M-Level PGCE. The chapter deals with:The different types of research and the roles they play in professional development;The impact of research on the development of educational theories;The evolution of learning theory and its impact on practice;Approaches to researching your own practice;Ways of avoiding some of the problems of M level research assignments.<br/
Mentoring trainee music teachers: beyond apprenticeship or reflection
Full text linkThis article explores the theoretical concepts of ‘apprenticeship’ and ‘reflection’ in Initial Teacher Education music mentoring. It presents two case studies of Secondary music mentoring and relates these to the theoretical concepts. The article argues that a more integrated view of music mentoring might be provided with reference to Kolb’s (1984) theory of experiential learning
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