Haddad, Christie; (2024) Technology-Enhanced Professional Development in Music for Early Years Practitioners: A Design-Based Study. Doctoral thesis (Ph.D), UCL (University College London).

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Abstract

This study documents the design, development, implementation, and critical evaluation of in-person and online professional development (PD) music workshops for Early Years Practitioners (EYPs), focusing on the use of digital tools within Early Years Foundation Stage (EYFS). Through a thorough exploration of relevant literature, the study identifies the potential of digital tools to facilitate meaningful learning experiences and evaluates the efficacy of incorporating digital resources into PD activities to enhance musical growth, practical skills, and pedagogical practice among EYPs. The study sets out to understand the specific needs and challenges of EYPs in relation to PD, particularly within the context of workforce recruitment challenges, sector under-investment, and practitioners’ self-perceptions of their musical and technical abilities. Current PD offerings have often overlooked the integration of digital tools and failed to adequately support EYPs in enhancing their musical pedagogy. Limited access to relevant workshops and/or training programmes can impede EYPs’ ability to effectively develop musical skills and pedagogical practices. This study addresses these challenges by providing and critically evaluating practical solutions, contributing knowledge that can drive positive change in EY music education practices. A constructivist approach was used to establish the need for PD workshops. Drawing upon empirical, practice-based design-based research methods, including interviews, video elicitation, pre/post workshop surveys and observation/reflection, these workshops were developed to meet the unique requirements of EYFS practitioners. A total number of 106 EYPs participated in 14 rounds of empirical fieldwork. The findings from this study inform curriculum development in initial EYP and teacher education programmes, ensuring that new practitioners are better equipped to integrate technology into their practices. The constructivist approach and practice-based design research methods employed in this study provide a robust framework that can be adapted and applied to other educational research contexts, potentially influencing research methodologies across various disciplines.

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