Teaching music in the early years in schools in challenging circumstances: developing student teacher competence and confidence through cycles of enactment.

Poulter, Veronica and Cook, Tina (2020) Teaching music in the early years in schools in challenging circumstances: developing student teacher competence and confidence through cycles of enactment. Educational Action Research. ISSN Print ISSN: 0965-0792 Online ISSN: 1747-5074

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Abstract

The call to raise UK educational standards has a focus on the underachievement of pupils attending schools in challenging socioeconomic circumstances. This is exacerbated when lack of expertise in what are seen as specialist subject areas can affect teacher confidence and knowledge of teaching strategies required to engage and stretch pupils.

Research suggests that music can have a significant role in developing children’s phonological awareness which then impacts on future reading ability. However, many generalist primary school teachers feel that they do not have the
confidence or competence to teach music. Student teachers may, therefore, not have the opportunity to observe music teaching, or teach it, whilst on placement.

A teacher educator with interests in both English and Music carried out an action research project using predominantly discursive group and individual interviews.
The aim of the project was to improve understanding of how to support student teachers in developing their confidence and competence to teach music in the early years. Undertaken as part of a partnership approach (Hope Challenge) that brings together a university Initial Teacher Education programme and urban primary schools in challenging circumstances, the project consisted of a collaborative cycle of enactment that involved a teacher educator, student teachers and a class teacher in modelling,reflecting and acting. This cycle of enactment formed an action research approach that played a crucial role in developing confidence, pedagogical knowledge and enthusiasm
for teaching music in early years practice. This offers a model for future teacher professional development.

Item Type: Article
Additional Information and Comments: This is an Accepted Manuscript of an article published by Taylor & Francis in the Educational Action Research on the 19th May 2020, available online at when published: https://www.tandfonline.com/doi/abs/10.1080/09650792.2020.1765185.
Keywords: teacher education, early years, music, modelling, action research
Faculty / Department: Faculty of Education > Teacher Education
Depositing User: Philippa Williams
Date Deposited: 03 Feb 2020 10:24
Last Modified: 30 Jun 2020 10:39
URI: https://hira.hope.ac.uk/id/eprint/3011

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