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

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