Music teacher biography and its impact on teaching practice

Book chapter


Dalladay, C. 2016. Music teacher biography and its impact on teaching practice. in: Boal-Palheiros, Graca (ed.) International Perspectives on Research in Music Education: Proceedings of the 26th International Seminar of the ISME Commission on Research, London 18-22 July 2016 International Music Education Research Centre (iMerc) Press for International Society of Music Education (ISME) and the Society for Education, Music and Psychology Research (SEMPRE). pp. 109-121
AuthorsDalladay, C.
EditorsBoal-Palheiros, Graca
Abstract

This paper describes research carried out as part of a wider doctoral study on ‘the biography of music teachers, their understanding of musicality and the implications for secondary music education’. Music teachers will come from a range of diverse backgrounds, though research data would suggest that most seem to have been educated as ‘classical’ music performers which will have an affect on what they perceive to be central competencies in the development of young musicians. In turn, this will determine, to some extent, what is taught and learned in the secondary music classroom. This study explores the impact of the biography of secondary music teachers as they seek to develop the musicianship of their pupils and present the activities in which the young people will be expected to participate. A mixed methods approach has been taken, including surveys, observation and interviews. Surveys amongst a sample of experienced and trainee teachers have produced a range of quantitative data on respondents’ experience of and values related to music education; whilst qualitative data in the form of lesson observation notes and transcription of semi-structured interviews have been the result of working with a small sub-set of participants. The outcomes of study have suggested a clear link between biography and classroom practice but that there are also other potential tensions which arise, such as in the subject knowledge development of practitioners as they move from musician to teacher. Implications for a variety of stakeholders in secondary music education include a consideration of the development of subject knowledge together with potential review of national and local education policy, the nature of undergraduate music study and the ‘shape’ of initial teacher training in England.

Book titleInternational Perspectives on Research in Music Education: Proceedings of the 26th International Seminar of the ISME Commission on Research, London 18-22 July 2016
Page range109-121
Year2016
PublisherInternational Music Education Research Centre (iMerc) Press for International Society of Music Education (ISME) and the Society for Education, Music and Psychology Research (SEMPRE)
Publication dates
Print18 Jul 2016
Publication process dates
Deposited22 Sep 2016
Event26th International Seminar of the ISME Commission on Research
ISBN978-1905351343
1905351348
Accepted author manuscript
License
CC BY
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https://repository.uel.ac.uk/item/85027

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