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Music teachers’ action research and the development of big k knowledge

Record type: Article

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.

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Citation

Cain, T. (2010) Music teachers’ action research and the development of big k knowledge Arts and Humanities in Higher Education, 28, (2), pp. 1-17. (doi:10.1177/0255761410362942).

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Published date: 2010
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Identifiers

Local EPrints ID: 79746
URI: http://eprints.soton.ac.uk/id/eprint/79746
ISSN: 1474-0222
PURE UUID: ec2eeaa7-b1c7-4f87-ab5b-cc52eb38c196

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Date deposited: 22 Mar 2010
Last modified: 18 Jul 2017 23:16

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Author: T. Cain

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