Document Type
Journal Article
Department/Unit
Department of Education Studies
Language
English
Abstract
This study explores how adapted action research could act as a catalyst for change in curriculum development and be used as an instructional strategy in a music teacher education programme to enhance the reflective practice of student-teachers. Two cases of in-service, part-time student-teachers of a music teacher programme who conducted an individually adapted action research project are documented. Qualitative data was collected. Triangulation and discussion with participants were used to verify the findings. The findings indicate that teachers valued the enhanced opportunity for them not only to reflect and improve professional practice in teaching, but also to help their students to learn better. Teachers experienced positive classroom changes and developed ownership of their professional growth. Constraints noted include the lack of experience in action research at the beginning, and the lack of time for teachers to prepare curriculum materials, given their heavy workload of teaching.
Keywords
action research, music teacher education, case study, teacher development, reflective practice
Publication Date
3-2011
Source Publication Title
Music Education Research
Volume
13
Issue
1
Start Page
107
End Page
120
Publisher
Taylor & Francis
DOI
10.1080/14613808.2011.553280
Link to Publisher's Edition
https://doi.org/10.1080/14613808.2011.553280
ISSN (print)
14613808
ISSN (electronic)
14699893
APA Citation
Wong, M. (2011). Adapted action research as an instructional strategy in a music teacher education programme in Hong Kong. Music Education Research, 13 (1), 107-120. https://doi.org/10.1080/14613808.2011.553280