TY - JOUR
T1 - Music teachers’ action research and the development of Big K knowledge
AU - Cain, Tim
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PY - 2010/5
Y1 - 2010/5
N2 - Although action research is widely acknowledged to have benefits in terms of improving practice and professional development (Zeichner, 2002) its ability to generate new knowledge, and hence its status as research, is debatable (Lytle & Cochran-Smith, 1998). Indeed, there are questions as to whether it can be called ‘proper’ research (Clayton & O’Brien et al., 2008). This article draws on the Southampton Music Action Research Project, 2007-08, to examine how seven Secondary school music teachers undertook practitioner research projects in England, and what knowledge their projects generated. It finds that this knowledge included experiential, presentational, propositional and practical knowing (Heron & Reason, 1997; 2009). Although such knowledge is positioned as ‘Little K’ knowledge (Garvey & Williamson, 2002) the reception accorded to it by other teachers suggests that knowledge, generated by teachers’ action research, might sometimes have potential to be accepted as ‘Big K’ knowledge.
AB - Although action research is widely acknowledged to have benefits in terms of improving practice and professional development (Zeichner, 2002) its ability to generate new knowledge, and hence its status as research, is debatable (Lytle & Cochran-Smith, 1998). Indeed, there are questions as to whether it can be called ‘proper’ research (Clayton & O’Brien et al., 2008). This article draws on the Southampton Music Action Research Project, 2007-08, to examine how seven Secondary school music teachers undertook practitioner research projects in England, and what knowledge their projects generated. It finds that this knowledge included experiential, presentational, propositional and practical knowing (Heron & Reason, 1997; 2009). Although such knowledge is positioned as ‘Little K’ knowledge (Garvey & Williamson, 2002) the reception accorded to it by other teachers suggests that knowledge, generated by teachers’ action research, might sometimes have potential to be accepted as ‘Big K’ knowledge.
KW - action research
KW - teacher research
KW - practitioner research
KW - music
KW - Big K Knowledge
U2 - 10.1177/0255761410362942
DO - 10.1177/0255761410362942
M3 - Article (journal)
SN - 0255-7614
VL - 28
SP - 159
EP - 175
JO - International Journal of Music Education
JF - International Journal of Music Education
IS - 2
ER -