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
Author
Baldwin, Lara
Beauchamp, Gary
Date
2014Type
Article
Publisher
Cambridge University Press
ISSN
0265-0517
Metadata
Show full item recordAbstract
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.
Collections
- Education Research [256]
Related items
Showing items related by title, author, subject and abstract.
-
Teacher’s Confidence in Teaching Music Education in Primary Schools.
Wain, Miriam (2012)Teacher’s confidence in teaching music in the primary school has been researched for many years. Yet over the past years teacher’s confidence has become more of an issue because it seemed as though they believed that ... -
Music as pedagogic discourse: an ethnographic case study of one Year 9 class of pupils and their music teacher in a South Wales secondary school.
Wright, Ruth (University of Wales Institute, Cardiff., 2006)This thesis seeks to examine the nature of pedagogic discourse in Music and its relationship to pupils' inclinations to persevere with it as a subject after Key Stage 3. An ethnographic case-study was conducted in one ... -
Musical Identity, creativity and pedagogy: a narrative inquiry into secondary music student teachers’ perception of their own creativity and its impact on their developing classroom practice within a changing educational landscape in Wales.
John, Vivienne (Cardiff Metropolitan University, 2020)A narrative inquiry approach was adopted to explore the self-perceptions of the role that creativity played in the musical and emerging pedagogical identities of secondary student music teachers who undertook their PGCE ...