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.
|Title of host publication||The Reflective Music Teacher|
|Editors||Thomas De Baets, Thade Buchborn|
|Place of Publication||Innsbruck|
|Number of pages||13|
|Publication status||Published - 2014|
|Name||European Perspectives on Music Education|
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