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

• Published in: Music education research Vol. 13; no. 1; pp. 107 - 120
• Main Author: Wong, Marina W.Y.
• Format: Journal Article
• Language: English
• Published: Abingdon Taylor & Francis Group 01-03-2011; Routledge; Taylor & Francis Ltd
• Subjects: Action Research; case study; Curriculum Development; Educational Strategies; Faculty Development; Faculty Workload; Foreign Countries; Hong Kong; Music; Music Education; music teacher education; Music Teachers; Professional development; reflective practice; Reflective Teaching; Studies; teacher development; Teacher Education Programs; Teaching Methods; Hong Kong; Hong Kong China; China
• ISSN: 1461-3808; 1469-9893
• DOI: 10.1080/14613808.2011.553280

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.