Adapted action research as an instructional strategy in a music teacher education programme in Hong Kong

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2 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)107-120
Number of pages14
JournalMusic Education Research
Volume13
Issue number1
DOIs
Publication statusPublished - Mar 2011

Scopus Subject Areas

  • Education
  • Music

User-Defined Keywords

  • action research
  • case study
  • music teacher education
  • reflective practice
  • teacher development

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