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. Research suggests that music can have a significant role in developing children’s phonological awareness, language and future reading ability. Many generalist primary school teachers feel that they do not have the confidence or pedagogical knowledge required to teach music in a way that engages and stretches pupils. Student teachers may not, therefore, have the opportunity to observe good practice or to teach music whilst on placement. A teacher educator carried out an action research project using discursive group and individual interviews. The aim was to improve understanding of how to support student teachers in developing confidence and competence to teach music in the early years. Undertaken as part of Hope Challenge, a project that brings together a university Initial Teacher Education programme and primary schools in challenging circumstances, the action research consisted of a cycle of enactment involving the teacher educator, student teachers and class teacher in modelling, reflecting and acting. This action research approach played a crucial role in developing confidence, pedagogical knowledge and enthusiasm for teaching music and 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: Tina Cook
Date Deposited: 30 Jun 2020 08:29
Last Modified: 30 Jun 2020 08:29
URI: https://hira.hope.ac.uk/id/eprint/3099

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