My research addresses issues of professional development in music education with reference to a one year ‘in-school’ programme of training provided by a nationally renowned music education charity in an urban primary school. Previous work (Timson, 2014) identified three significant dimensions of the programme: the situated context of a learning community of early career practitioners; the programme handbook consisting of a singing-based curriculum & related pedagogical methods; and in-service training. This thought-piece explores the concept of ‘Feedback in Action’, focusing on ‘in-class’ training and considering ways in which the development of teachers’ attitudes, musical understanding and practices are supported through inter-active mentoring.
|Specialist publication||LINK - University of Hertfordshire|
|Publication status||Published - 24 Oct 2016|
- music primary teacher education situated learning