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A study of teacher confidence in teaching music within the context of the introduction of the Foundation Phase (3–7 years) statutory Education Programme in Wales

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Author
Baldwin, Lara
Beauchamp, Gary
Date
2014
Type
Article
Publisher
Cambridge University Press
ISSN
0265-0517
Metadata
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Abstract
This paper examines teacher confidence in teaching music within the context of the introduction of a Foundation Phase 'curriculum' in Wales for pupils aged 3–7 years. This involved a move away from music as a single subject to being part of creative development. The findings are based on a small-scale study of 12 teachers from four primary schools in south Wales. The findings illustrate that teacher confidence has improved since the Foundation Phase was introduced. The language used in the new documentation was a contributory factor as teachers found it more straightforward to understand what they were expected to do, and being able to combine music with other topics made it easier and more enjoyable to teach music. As a result, music (both indoors and outdoors) is a more regular occurrence and has become liberated from its perceived single subject status with the associated confidence issues.
Journal/conference proceeding
British Journal of Music Education
Citation
Baldwin, L. and Beauchamp, G. (2014) 'A study of teacher confidence in teaching music within the context of the introduction of the Foundation Phase (3-7 years) statutory Education Programme in Wales', British Journal of Music Education, 31(2), p.195.
DOI
https://doi.org/10.1017/S0265051714000060
Collections
  • Education Research [256]

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