Teaching music in the early years in schools in challenging circumstances: developing student teacher competence and confidence through cycles of enactment

Abstract

The call to raise UK educational standards has a focus on the underachievement of pupils attending schools in challenging socioeconomic circumstances. This is exacerbated when lack of expertise in what are seen as specialist subject areas can affect teacher confidence and knowledge of teaching strategies required to engage and stretch pupils.Research suggests that music can have a significant role in developing children's phonological awareness which then impacts on future reading ability.However, many generalist primary school teachers feel that they do not have the confidence or competence to teach music. Student teachers may, therefore, not have the opportunity to observe music teaching, or teach it, whilst on placement.A teacher educator with interests in both English and Music carried out an action research project using predominantly discursive group and individual interviews.The aim of the project was to improve understanding of how to support student teachers in developing their confidence and competence to teach music in the early years.Undertaken as part of a partnership approach (Hope Challenge) that brings together a university Initial Teacher Education programme and urban primary schools in challenging circumstances, the project consisted of a collaborative cycle of enactment that involved a teacher educator, student teachers and a class teacher in modelling, reflecting and acting. This cycle of enactment formed an action research approach that played a crucial role in developing confidence, pedagogical knowledge and enthusiasm for teaching music in early years practice. This offers a model for future teacher professional development.

The Pygmalion Effect to Piano Teaching From the Perspective of Educational Psychology

“…In many studies on teacher expectation process and theoretical model construction, the research focuses mainly on teachers and how they form and transfer expectations. In the process of theoretical model construction, researchers have proposed different expected action process models (Sha, 2019 ; Poulter and Cook, 2020 ). Under the mechanism of “Pygmalion effect,” teachers can obtain all aspects of information on students by directly observing behavior, collecting academic information, and listening to feedback from other teachers and students.…”

The challenge of ensuring effective early years music education by non-specialists

“…It is no surprise, therefore, that-given this curricular bias towards a 'core curriculum'-the preservice and in-service preparation of nursery and Primary teachers often provides limited opportunities for engagement in arts pedagogy, including music. This inadequacy in professional experience is reported in England (cf Hennessy, 2010;Poulter & Cook, 2020;Welch & Henley, 2014), as well as elsewhere in the world, such as Scotland (Bhachu, 2019), Australia (Barrett, Flynn, Brown, & Welch, 2019;Letts, 2015) and Singapore (Chua & Welch, 2019).…”

Is music on the wane? A small mixed methods study exploring musical learning in the school reception class in the East of England

“…A further measure of effective practice in the early years concerns teacher 'Knowledge and understanding' of both child development and the curriculum (Sylva, et al, 2004;TDA, 2008;Wiggins & Wiggins, 2008;Keeble, 2016;Poulter & Cook, 2022). This is particularly pertinent for music on account of the long-standing and ongoing generalist/specialist primary school teaching debate (Mills, 1989;Alexander et al, 1992;Holden & Button, 2006;Wiggins & Wiggins, 2008;Hallam et al, 2009;de Vries, 2011de Vries, , 2013Hennessy, 2017;Welch, 2020).…”