Rogers, Lynne;
Hallam, Susan;
Creech, Andrea;
Preti, Costanza;
(2008)
Learning about what constitutes effective training from a pilot programme to improve music education in primary schools.
Music Education Research
, 10
(4)
pp. 485-497.
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Abstract
The new primary strategy in England raised the profile of foundation subjects, including music, yet many primary school teachers lack skills and confidence in their ability to teach music. This research explores a year-long programme of training across 16 primary schools in England that sought to improve music education. The programme involved whole school in-service training, advisory teachers offering support within the classroom and further training for music co-ordinators. The implementation of the programme, the training received, lesson observations throughout the programme, difficulties arising and the longer term benefits were explored through questionnaires, interviews and school visits with participant teachers, and senior managers in the Local Authorities and schools. The findings indicated that the programme had been effective in improving teacher confidence, and musical understanding, and the quality of teaching. Factors contributing to the success of the programme were identified and lessons for the development and implementation of future programmes.
| Type: | Article |
|---|---|
| Title: | Learning about what constitutes effective training from a pilot programme to improve music education in primary schools |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | This is an electronic version of an article published in Rogers, Lynne and Hallam, Susan and Creech, Andrea and Preti, Costanza (2008) Learning about what constitutes effective training from a pilot programme to improve music education in primary schools. Music Education Research, 10 (4). pp. 485-497. Music Education Research is available online at: http://www.informaworld.com/10.1080/14613800802547748 |
| Keywords: | Teaching methods , Primary education , training for teachers , National Curriculum |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10002289 |
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