Exploring the potential of informal music learning in a perceived age of pedagogical traditionalism for student teachers in primary music education.

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Abstract

This research explored the impact of informal learning (IL) in primary music Initial Teacher Training. A small group of undergraduate student teachers had an opportunity to learn about and facilitate an IL approach. Data was collected from interviews, participant reflective logs and researcher reflections. The findings show that perceived benefits included freedom for serendipity, pupil autonomy and aural learning; perceived tensions included student teacher anxiety and a lack of teacher control. The researchers propose two aspects for consideration: first, that language associated with IL has social meaning that must be updated; secondly, that while direct instruction remains at the heart of primary teacher education, IL can continue to be justified despite the current emphasis on direct explicit teaching.
Original languageEnglish
Pages (from-to)1-14
JournalBritish Journal of Music Education
Early online date11 Dec 2023
DOIs
Publication statusPublished - 11 Dec 2023

Keywords

  • informal learning
  • musical futures
  • music education pedagogy
  • music education policy
  • Informal learning

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