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).

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Original Publication URL: http://dx.doi.org/10.1177/0255761410362942

Description/Abstract

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.

Item Type: Article
ISSNs: 1474-0222 (print)
Related URLs:
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
ePrint ID: 79746
Date Deposited: 22 Mar 2010
Last Modified: 27 Mar 2014 19:01
Contact Email Address: t.cain@soton.ac.uk
URI: http://eprints.soton.ac.uk/id/eprint/79746

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