%O Thesis: (PhD) University of London Institute of Education, 2005.
%D 2005
%X This study investigates how generalist primary teachers conceive of music, how they make sense
of a prescribed music curriculum and how they teach it in the course of their professional
practice in an institutional setting.
Following an overview of the study in chapter one, the literature review is presented. Chapter
two describes the framing of music education in the Irish primary school context. In chapter
three, factors influencing teacher practice are identified as official policy, the ethos of the school
and teacher beliefs. In addition, and taking a multi-faceted view of knowledge, the relationship
between formative experiences and practice is examined. It is argued that teacher knowledge
cannot be separated from the context in which it is learned and used. A synthesis of key points is
presented in chapter four.
The design and methodology are outlined in chapter five. A qualitative approach was adopted
where interview and observation methods were used to gain access to the orientation to practice
and to the curriculum emphasis of five respondents. Data from the fieldwork were organised into
categories from which, in the case of each respondent, an interpretative account of their practice
was compiled and is presented in chapter six. Analysis of the data is presented in chapter seven.
In the case of the five primary teachers, the study has confirmed that, whilst there are
commonalities among the respondents regarding transmission of aspects of performance and
music literacy, there are differences too. It is suggested that differences in teacher practice can
be defined in terms of the values teachers attribute to music in their own lives and in the lives of
their pupils. In chapter eight, conclusions and implications for further research are presented.
Significantly, the study has provided a framework for research on practice in which
commonalities and differences may be examined.
%L discovery10020498
%I Institute of Education, University of London
%A Mary Catherine Ann. Stakelum
%T Transmission, replication and transformation in music education : case studies in practice in an Irish primary school context