Poulter, Sarah Veronica;
(2019)
Generalist student teachers' experiences of the role of music in supporting children's phonological development.
Doctoral thesis (Ed.D), UCL (University College London).
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Abstract
Researchers agree that phonological awareness (or the awareness of the sound structure of language), along with letter knowledge, is the strongest predictor of reading ability. There have been many studies which have shown how musical activity can impact on children’s phonological awareness, and thus their early reading ability. However, it is true to say that many generalist Primary school teachers do not feel competent or confident to teach classroom music. This thesis describes an Action Research study in which the author, a teacher educator (TE) with interests in both English and music, developed a resource bank of musical activities using just the singing voice and un-tuned percussion instruments to support the Early Learning Goals related to music, phonological development and several aspects of Phonics Phase 1 Letters and Sounds (DfE, 2007). Drawing on the notion of a ‘Cycle of Enactment’ (Lampert, Franke, Kazemi et al., 2013), the TE then worked with a group of student teachers (STs). The TE shared the rationale for this project. The TE and the STs then rehearsed the activities together and the STs observed the enactment of those activities by the TE with children in the Early Years Foundation Stage. Subsequently, the STs collaboratively planned, taught and reflected upon music sessions with small groups of children in the same setting. This was then repeated with a different group of STs in a different school. The findings suggest that the teaching model and the use of the resource pack developed the student teachers’ competence and confidence to teach music, and their understanding of the impact that musical activity can have on other areas of learning.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ed.D |
| Title: | Generalist student teachers' experiences of the role of music in supporting children's phonological development |
| Event: | UCL (University College London) |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2019. Original content in this thesis is licensed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) Licence (https://creativecommons.org/licenses/by/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. |
| UCL classification: | UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10064531 |
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