Self study, action research and other approaches to teachers’ practitioner research in music education

Tim Cain

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This review article draws on published reports of teachers’ practitioner research in the field of music education, in order to posit a typology. Teachers’ practitioner research is categorized as either experimental, interpretative, action research, self-study or philosophical writing, with many studies containing elements of two or more types. Each type is illustrated with examples from the literature and the value of teachers’ practitioner research is inferred from these examples.
Original languageEnglish
Title of host publicationThe Reflective Music Teacher
EditorsThomas De Baets, Thade Buchborn
Place of PublicationInnsbruck
PublisherHelbling Verlag
Pages87-99
Number of pages13
ISBN (Print)9783850619820
Publication statusPublished - 2014

Publication series

NameEuropean Perspectives on Music Education

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    Cain, T. (2014). Self study, action research and other approaches to teachers’ practitioner research in music education. In T. De Baets, & T. Buchborn (Eds.), The Reflective Music Teacher (pp. 87-99). (European Perspectives on Music Education). Helbling Verlag. http://www.helbling-verlag.de/?pagename=product&product=W7132