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How trainee music teachers learn about teaching by talking to each other: an action research study

Cain, T. (2011) How trainee music teachers learn about teaching by talking to each other: an action research study International Journal of Music Education, 29, (2), pp. 141-154.

Record type: Article

Abstract

This article presents an action research study into how trainee music teachers in England use a structured discussion process called “Collegial Consultation” to learn about teaching. The research shows that, in Collegial Consultation, trainees learn from each other by offering several solutions to a problem, offering reasons for their ideas, trying to understand other people’s ideas, signalling agreements with each other, disagreeing, and building on each others’ ideas. The article argues that the structure of Collegial Consultation promotes an ethos of equality that supports high quality educational discussion, allowing trainee teachers to reflect together about teaching music within the Secondary classroom

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Published date: April 2011

Identifiers

Local EPrints ID: 176779
URI: http://eprints.soton.ac.uk/id/eprint/176779
ISSN: 0255-7614
PURE UUID: d96363c2-de86-435d-b56d-a571ca8a204a

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Date deposited: 11 Mar 2011 09:19
Last modified: 18 Jul 2017 12:07

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Contributors

Author: T. Cain

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