Teaching music in the early years in schools in challenging circumstances: developing student teacher competence and confidence through cycles of enactment

ABSTRACT

The call to raise UK educational standards has a focus on the underachievement of pupils attending schools in challenging socioeconomic circumstances. Research suggests that music can have a significant role in developing children’s phonological awareness, language and future reading ability. Many generalist primary school teachers feel that they do not have the confidence or pedagogical knowledge required to teach music in a way that engages and stretches pupils. Student teachers may not, therefore, have the opportunity to observe good practice or to teach music whilst on placement. A teacher educator carried out an action research project using discursive group and individual interviews. The aim was to improve understanding of how to support student teachers in developing confidence and competence to teach music in the early years. Undertaken as part of Hope Challenge, a project that brings together a university Initial Teacher Education programme and primary schools in challenging circumstances, the action research consisted of a cycle of enactment involving the teacher educator, student teachers and class teacher in modelling, reflecting and acting. This action research approach played a crucial role in developing confidence, pedagogical knowledge and enthusiasm for teaching music and offers a model for future teacher professional development.

KEYWORDS:

• Teacher education
• early years
• music
• modelling
• action research

Acknowledgments

The first author acknowledges her deep debt of gratitude to Professor Graham Welch, who inspired, guided and supported her throughout her doctoral studies.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Generated by the Office of National Statistics as a way of dividing geographical areas into small units, super output areas facilitate the collection of census data.

2. As the practical experience of carrying out this project belongs to Veronica, the personal pronoun ‘I’ will be used when reporting her actions, thoughts and activities.

3. All names are pseudonyms.