What I learned from Alan: a case of change in an initial teacher training course

Research output: Contribution to journalArticle

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Abstract

This article examines a change in the procedures for developing beginning teachers’ (trainees) subject knowledge on a music teacher training course. The change, provoked by the response of an extraordinary trainee, prompts the author to ask, ‘to what extent are changes in teachers’ practice provoked by extraordinary learners?’ and, ‘how might such processes be researched?’
Original languageEnglish
Pages (from-to)119-124
JournalMusic Education Research
Volume7
Issue number1
DOIs
Publication statusPublished - 2005

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teacher training
trainee
music teacher
teacher
knowledge
Teacher Training

Keywords

  • Teacher education
  • teacher preparation
  • music

Cite this

@article{a166e9c8d1c24f0881b0fe76187c5b0c,
title = "What I learned from Alan: a case of change in an initial teacher training course",
abstract = "This article examines a change in the procedures for developing beginning teachers’ (trainees) subject knowledge on a music teacher training course. The change, provoked by the response of an extraordinary trainee, prompts the author to ask, ‘to what extent are changes in teachers’ practice provoked by extraordinary learners?’ and, ‘how might such processes be researched?’",
keywords = "Teacher education, teacher preparation, music",
author = "Tim Cain",
note = "DeVries, P. (2000) Learning how to be a music teacher: an autobiographical case study, Music Education Research, 2(2), 165_180. Gammon, V. (2003) The subject general knowledge of secondary music PGCE applicants, British Journal of Music Education, 20(1), 83_99. QAA (2002) Subject benchmark statements*/music (Gloucester, Quality Assurance Agency for Higher Education). Shulman, L. (1986) Those who understand: knowledge growth in teaching, Educational Researcher, 15(2), 4_14. TTA (2003) Qualifying to teach: professional standards for qualified teacher status and requirements for initial teacher training (London, Teacher Training Agency). Yourn, B. R. (2000) Learning to teach: perspectives from beginning music teachers, Music Education Research , (2)2, 181_192.",
year = "2005",
doi = "10.1080/14613800500042174",
language = "English",
volume = "7",
pages = "119--124",
journal = "Music Education Research",
issn = "1461-3808",
publisher = "Taylor & Francis",
number = "1",

}

What I learned from Alan: a case of change in an initial teacher training course. / Cain, Tim.

In: Music Education Research, Vol. 7, No. 1, 2005, p. 119-124.

Research output: Contribution to journalArticle

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T1 - What I learned from Alan: a case of change in an initial teacher training course

AU - Cain, Tim

N1 - DeVries, P. (2000) Learning how to be a music teacher: an autobiographical case study, Music Education Research, 2(2), 165_180. Gammon, V. (2003) The subject general knowledge of secondary music PGCE applicants, British Journal of Music Education, 20(1), 83_99. QAA (2002) Subject benchmark statements*/music (Gloucester, Quality Assurance Agency for Higher Education). Shulman, L. (1986) Those who understand: knowledge growth in teaching, Educational Researcher, 15(2), 4_14. TTA (2003) Qualifying to teach: professional standards for qualified teacher status and requirements for initial teacher training (London, Teacher Training Agency). Yourn, B. R. (2000) Learning to teach: perspectives from beginning music teachers, Music Education Research , (2)2, 181_192.

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AB - This article examines a change in the procedures for developing beginning teachers’ (trainees) subject knowledge on a music teacher training course. The change, provoked by the response of an extraordinary trainee, prompts the author to ask, ‘to what extent are changes in teachers’ practice provoked by extraordinary learners?’ and, ‘how might such processes be researched?’

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KW - teacher preparation

KW - music

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