Measuring concerns of inclusive music teaching in Hong Kong: scale development

Marina W Y WONG*, Maria P Y CHIK, Edmund Sze Shing Chan

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)
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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.

Original languageEnglish
Pages (from-to)317-330
Number of pages14
JournalMusic Education Research
Volume18
Issue number3
DOIs
Publication statusPublished - 2 Jul 2016

Scopus Subject Areas

  • Education
  • Music

User-Defined Keywords

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

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