Feedback in Action : An 'in-school' music education programme for primary teachers

Abstract

My research explores the development of generalist primary teachers’ attitudes, musical understanding and practices during a one year ‘in-school’ music education professional development programme in an urban school. The programme is provided by a UK music education charity in the situated context of a whole school learning community of early career practitioners. It is characterised by: the programme handbook comprising a singing-based curriculum and related pedagogical methods; and in-service training. This article focuses on the termly ‘in-class’ visits of the programme advisory mentor and the value of dialogic, ‘in-the-moment’ enactment of action, feedback and response, which has been characterised as ‘feedback in action’. ‘Feedback in action’ co-constructs a repertoire of musical and pedagogic interventions allowing novice teachers to push performance and pedagogical boundaries by facilitating risk-taking and enquiry. This study used a case-study approach to data collection. Interim data analysis suggests that this kind of professional development experience provides a valuable form of teacher learning in music education. Teachers who receive conferred legitimacy for emergent practice from the advisory mentor can overcome lack of confidence with regard to singing and develop effective musical practice. These findings have particular implications for teacher educators and for music education in schools and higher education institutions.