Musical Futures in New Zealand: A study in recontextualisation

Wang, Angelina; McPhail, Graham

doi:10.1177/02557614221141975

Cited by 3 publications

(1 citation statement)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A decision was made to refer directly back to Green's (2002Green's ( , 2008 original IL research and encourage students to maintain awareness of Green's five principles but to focus upon this abbreviated version adapted for the context of this study. The underpinning rationale for this decision stems from previous observation that it can become questionable to what extent various adaptations of IL become misconceptions or a different pedagogy altogether over time (Mariguddi, 2021, Wang & McPhail, 2023. Thus, the methodology departed from previous research that has drawn more explicitly upon adapted resources and approaches already developed by MF for the primary context (e.g., Moore, 2019;Wilson, 2022;Gubbins, 2023).…”

Section: Project Stepsmentioning

confidence: 99%

Exploring the potential of informal music learning in a perceived age of pedagogical traditionalism for student teachers in primary music education

Mariguddi,

Shirley

2023

Brit. J. Music. Ed.

View full text Add to dashboard Cite

This research explored the impact of informal learning (IL) in primary music initial teacher training. A small group of undergraduate student teachers had an opportunity to learn about and facilitate an IL approach. Data were collected from interviews, participant reflective logs and researcher reflections. The findings show that perceived benefits included freedom for serendipity, pupil autonomy and aural learning; perceived tensions included student teacher anxiety and a lack of teacher control. The researchers propose two aspects for consideration: first, that language associated with IL has social meaning that must be updated; second, that while direct instruction remains at the heart of primary teacher education, IL can continue to be justified despite the current emphasis on direct explicit teaching.

show abstract

Section: Project Stepsmentioning

confidence: 99%

Exploring the potential of informal music learning in a perceived age of pedagogical traditionalism for student teachers in primary music education

Mariguddi,

Shirley

2023

Brit. J. Music. Ed.

View full text Add to dashboard Cite

show abstract

‘A Realist Conceptual Methodology for Qualitative Educational Research: A Modest Proposal’

Lourie,

McPhail

2024

NZ J Educ Stud

View full text Add to dashboard Cite

This article explains and illustrates an approach to the design of qualitative inquiry in education using a conceptual methodology informed by a realist ontology. It is written with research novices in mind, based on two observations we have made while supervising postgraduate students. The first is that the methodology literature education students often engage with tends to focus on interpretivist-constructivist approaches. The second observation is that it can be challenging for students to find appealing and accessible material which employs realist informed methodology. To counter this we offer a general introduction to undertaking educational research informed by a realist ontology drawing on a simplified account of critical realism (CR). We illustrate the key concepts of this approach using examples from postgraduate studies in education. It is our hope that this article may stimulate wider discussion about the possibilities, development, and use of realist approaches.

show abstract

Formal, informal, and non-formal learning as analytic categories for research in music education

Storsve

2024

International Journal of Music Education

View full text Add to dashboard Cite

Using a deductive approach, this article explores how synthesizing existing theoretical frameworks—UNESCO’s domains of education encompassing formal, informal, and nonformal learning, Folkestad’s dimensions of learning (the situation, learning style, ownership, and intentionality), and Green’s characterizations of informal learning—can enhance our understanding of students’ experiences of music-making across diverse contexts. It explores previous theoretical perspectives and empirical research on music education across these domains, incorporating a global perspective and discussing the varied interpretations of “non-formal” learning. The article highlights how a continuum between formal and informal learning is challenged by more fluid and nuanced understandings presented here. Drawing on empirical material from an ongoing study in Norwegian upper secondary schools, this work demonstrates the practical implications of a nuanced approach to understanding music learning contexts. Observations and interviews from collaborative learning settings offer insights into the interconnectedness of formal, informal, and non-formal learning domains. By offering a critical examination and synthesis of existing theoretical perspectives, this article contributes to broadening the discourse on music education. It underscores the need for a comprehensive approach to research and education practices that fully acknowledges the complexity of learning experiences across various contexts.

show abstract

Musical Futures in New Zealand: A study in recontextualisation

Cited by 3 publications

References 34 publications

Exploring the potential of informal music learning in a perceived age of pedagogical traditionalism for student teachers in primary music education

Exploring the potential of informal music learning in a perceived age of pedagogical traditionalism for student teachers in primary music education

‘A Realist Conceptual Methodology for Qualitative Educational Research: A Modest Proposal’

Formal, informal, and non-formal learning as analytic categories for research in music education

Contact Info

Product

Resources

About