Adapted action research as an instructional strategy in a music teacher education programme in Hong Kong

Adapted action research as an instructional strategy in a music teacher education programme in Hong Kong

• Wong, Marina W. Y. Dept of Education Studies, Hong Kong Baptist University

Music Education Research, 13(1), 107-120, 2011

Routledge

2011

• G 課程與教學:個別教學範疇
  • GF 人文學科及藝術
    • GFA 教學目標、課程及評鑑
• M 教師與教師教育
  • MA 教師之專業教育

Educational Strategies Curriculum Development Music Action Research Music Teachers Reflective Teaching Music Education Teacher Education Programs Faculty Development Teaching Methods Faculty Workload Higher Education

• Hong Kong

• 1997.7 onwards

• 專上教育

This study explores how adapted action research could act as a catalyst for change in curriculum development and be used as an instructional strategy in a music teacher education programme to enhance the reflective practice of student-teachers. Two cases of in-service, part-time student-teachers of a music teacher programme who conducted an individually adapted action research project are documented. Qualitative data was collected. Triangulation and discussion with participants were used to verify the findings. The findings indicate that teachers valued the enhanced opportunity for them not only to reflect and improve professional practice in teaching, but also to help their students to learn better. Teachers experienced positive classroom changes and developed ownership of their professional growth. Constraints noted include the lack of experience in action research at the beginning, and the lack of time for teachers to prepare curriculum materials, given their heavy workload of teaching.
[Copyright of Music Education Research is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14613808.2011.553280 ]

• 英文

期刊論文

• 14613808

• 10.1080/14613808.2011.553280

https://bibliography.lib.eduhk.hk/tc/bibs/9e85e40c

2011-06-10