What Impact Does Teaching Music Informally in the Classroom Have on Teachers, and Their Pedagogy?

Autor/inn/en	Hallam, Susan; Creech, Andrea; McQueen, Hilary
Titel	What Impact Does Teaching Music Informally in the Classroom Have on Teachers, and Their Pedagogy?
Quelle	In: Music Education Research, 19 (2017) 1, S.42-59 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2015.1122749
Schlagwörter	Music Education; Music Teachers; Questionnaires; Secondary School Teachers; Teacher Attitudes; Teaching Methods; Educational Change; Workshops; Stress Variables; Teacher Effectiveness; Teaching Skills; Student Centered Learning; Longitudinal Studies; Futures (of Society); Lifelong Learning; Statistical Analysis; Foreign Countries; Case Studies; Semi Structured Interviews; United Kingdom + Suchen Sie Ihr Suchwort? Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Fragebogen; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Lernwerkstatt; Schulung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Future; Society; Zukunft; Life-long learning; Lebenslanges Lernen; Statistische Analyse; Ausland; Case study; Fallstudie; Case Study; Großbritannien
Abstract	The aim of this research was to explore the impact of the adoption of the Musical Futures (MF) approach on secondary school music teachers working in MF Champion schools. The research took place over 3 years in 3 phases with 28 teachers completing questionnaires exploring the impact on their confidence, skills and pedagogy and 30 being interviewed individually. Data from the interviews provided greater insights into the questionnaire responses. Most teachers reported that MF had helped them to become a more effective teacher, more confident in teaching music and had increased their enjoyment. MF changed the nature of teaching and learning with a more student-led approach being adopted. Managing this workshop approach on a daily basis, for some teachers, was exhausting and stressful. Overall, the adoption of the MF approach had a wide range of benefits for teachers but there were issues relating to the logistics of managing small group work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01