UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

Teacher confidence to facilitate children's musical learning and development in the Reception Year at school

Digby, Julie Fiona; (2020) Teacher confidence to facilitate children's musical learning and development in the Reception Year at school. Doctoral thesis (Ph.D), UCL (University College London). Green open access

[thumbnail of Digby_10094025_Thesis_redacted.pdf]
Preview
Text
Digby_10094025_Thesis_redacted.pdf - Accepted Version

Download (4MB) | Preview

Abstract

The Reception year occupies a unique position in the English education continua, straddling two contrasting curricula approaches towards teaching and learning. This study sought to address the lack of research into music pedagogy and practice for this particular cohort. Responding to concerns of a reported decreasing visibility of music in the curriculum, this thesis explored teacher confidence in respect of musical learning and development of the children in the Reception class. Grounded in a circular theoretical framework, developed from the principles of hermeneutic philosophy, this small-scale mixed methods study adopted an explanatory sequential research design. Thus, questionnaire survey data served to provide a broad contextual frame in which to situate a more in-depth study proffered by participant interviews. A quasi-purposive sampling of a particular population of Reception teachers in the East of England provided the questionnaire respondents (n=39), whilst the interview participants (n=8) emerged as a `nested` subset in this mixed methods study. Findings evidence that some teachers are struggling to incorporate regular opportunities for music teaching and learning in the Reception curricula, due to: (1) internal as well as external constraints and challenges; (2) a bias toward the functional uses of music for extrinsic purposes - such as a vehicle to scaffold other learning - rather than for any intrinsic value; (3) a disconnect between strong personal and comparatively weak professional musical identities as expressed by most of the participants; (4) a reported lack of teacher confidence to develop children's musical learning within the EYFS framework due to poor levels of skills, knowledge and understanding with regard to musical pedagogical practices. These findings emerge at an opportune time to help inform policy and practice, as research in early childhood music education becomes more prevalent, further to the recent changes to the Ofsted framework (2019), as well as the forthcoming publication of the revised National Plan for Music Education (2020).

Type: Thesis (Doctoral)
Qualification: Ph.D
Title: Teacher confidence to facilitate children's musical learning and development in the Reception Year at school
Event: UCL
Open access status: An open access version is available from UCL Discovery
Language: English
Additional information: © The Author 2020. 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. Access may initially be restricted at the author’s request.
UCL classification: UCL
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/10094025
Downloads since deposit
738Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item