Music teachers’ action research and the development of big k knowledge
Cain, T. (2010) Music teachers’ action research and the development of big k knowledge. International Journal of Music Education, 28, (2), 1-17. (doi:10.1177/0255761410362942).
Although action research is widely acknowledged to have benefits in terms of improving practice and professional development, its ability to generate new knowledge, and hence its status as research, is debatable. Indeed, there are questions as to whether it can be called ‘proper’ research.
This article draws on the Southampton Music Action Research Project, 2007–08, to examine how seven Secondary school music teachers undertook practitioner research projects in England, and what knowledge their projects generated.
It finds that this knowledge included experiential, presentational, propositional and practical knowing. Although such knowledge is positioned as ‘Little K’ knowledge the reception accorded to it by other teachers suggests that knowledge, generated by teachers’ action research, might sometimes have potential to be accepted as ‘Big K’ knowledge.
|Digital Object Identifier (DOI):||doi:10.1177/0255761410362942|
|Subjects:||L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
|Divisions:||University Structure - Pre August 2011 > School of Education > Leadership, School Improvement and Effectiveness
|Date Deposited:||22 Mar 2010|
|Last Modified:||06 Aug 2015 02:59|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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