Document Type

Journal Article

Department/Unit

Department of Education Studies

Language

English

Abstract

Seeking to address a gap in the literature, this article reports the development of an instrument to measure Hong Kong primary school music teachers’ concerns about inclusive music education. To do so, a 25-item music teachers’ Concern of Inclusive Music Teaching (CIMT) scale was constructed and administered to 317 primary schools music teachers in Hong Kong, data from whom indicate that the CIMT scale comprises six concern factors – ‘learning support’, ‘learning difficulties’, ‘learning needs’, ‘resource’, ‘training’ and ‘curriculum design and assessment’. Although these data results do not support either Parsons and Fuller's (1974) three-factor model or hierarchical three-factor-related model, they do support a discrepancy noted elsewhere (Kazelskis and Reeves 1987; Schipull, Reeves, and Kazelskis 1995; Boz 2008; Borich 2013) that may reflect the impact of teaching context.

Keywords

scale development, teaching context, inclusive music education, music teachers concerns

Publication Date

2016

Source Publication Title

Music Education Research

Volume

18

Issue

3

Start Page

317

End Page

330

Publisher

Taylor & Francis

DOI

10.1080/14613808.2015.1049259

Link to Publisher's Edition

https://doi.org/10.1080/14613808.2015.1049259

ISSN (print)

14613808

ISSN (electronic)

14699893

Included in

Education Commons

Share

COinS