Primary school music

Primary teaching and music qualifications - a rare combination, not only in New Zealand today but in primary schools the world over for more than a decade. Helen Stowasser (1993) writes of 'insecure music teachers' and questions the adequacy of teacher education courses. The Arts in the New Zealand Curriculum states: 'The arts develop the artistic and
aesthetic dimensions of human experience. They contribute to our intellectual ability and to our social, cultural and spiritual understandings. They are an essential element of daily living and of lifelong learning' [the italics are mine]. If our Ministry of Education truly believes this and wants
to ensure that the music discipline is adequately taught, then there are some issues to be addressed, such as recruitment of musically capable teachers; acceptable standards of professional expertise in music; content, length and timing of pre-service programmes; and making provision for teachers' ongoing development.

Exploring creative music making as a vehicle for integrated teaching and learning

The arts have evolved with each society as a means of consolidating cultural and social identity and connecting past with future generations (Russell-Bowie, 2006, p3). Situating the arts within a broader interdisciplinary curriculum, we believe, allows students to discover and explore social issues and their relevance to students' contemporary lives. We argue that creative music making through composition promotes a deeper and more personally relevant teaching and learning experience for teacher education students, particularly when situated within an interdisciplinary framework.

The challenge for us as teacher educators' is to prepare pre-service teachers for both disciplinary and interdisciplinary learning as is required by the Victorian Essential Learning Standards (VELS). At Deakin University, in the Bachelor of Teaching (Primary/Secondary) Degree, the postgraduate unit called Humanities, Societies and Environments; Language and Music Education adopts an interdisciplinary pedagogy that encourages students to learn from each other, share content knowledge and make links between and across VELS domains.

In this paper we reflect on the possibilities exploring of creative music making to enhance the teaching and learning of social education, with particular reference to issues of environmental change. Specifically, we reflect on non-music specialist students' experiences in Semester 1, 2008 using Jeannie Baker's book Window (1991) as a platform to deliberate about the impact of urbanisation on the environment. Through dramatisation and a sonic environment students were able to both further conceptualise issues of social change and their understandings of the power of integrating music across other VELS domains.

Literacy in early childhood and primary education : issues, challenges and solutions

Literacy in Early Childhood and Primary Education provides a comprehensive introduction to literacy teaching and learning. The book explores the continuum of literacy learning and children's transitions from early childhood settings to junior primary classrooms and then to senior primary and beyond. Reader-friendly and accessible, this book equips pre-service teachers with the theoretical underpinnings and practical strategies to teach literacy. It places the 'reading wars' firmly in the past as it examines contemporary research and practices. The book covers important topics such as assessment, multiliteracies, reading difficulties and diverse classrooms. Each chapter includes learning objectives, reflective questions and definitions of key terms to engage and assist readers. Written by an expert author team and featuring real-world examples from literacy teachers and learners, the book will help pre-service teachers feel confident teaching literacy to diverse age groups and abilities.

Developing teachers of inquiry: an emerging humanities model of inquiry (HMI)

Inquiry pedagogies have been an integral mode by which understandings connected to the Humanities have been developed in primary classrooms. For the purposes of this paper, the Humanities incorporates areas of learning associated with Civics and Citizenship, History, Geography and Economics. In primary classrooms, these discipline areas have often been taught in interdisciplinary ways through other iterations such as Social Studies and Studies of Society and Environment. This paper is a reflection on the work with pre-service teachers in a quest to disrupt more traditional and transmissive pedagogies for teaching and learning in this area. It proposes a new way of conceptualising inquiry for rigorous and disciplinary learning.

Science teacher educator partnerships with schools (STEPS): developing an interpretive framework for primary science teacher education

The STEPS Project responds to international concern about primary teachers’ lack of science knowledge and confidence to teach science, and recent questioning of the effectiveness of traditional approaches to teacher education. The project reviews and builds on established, innovative and successful practices at five universities, to develop and promote a framework supporting school‐based approaches to pre‐service teacher education. This paper will outline the processes involved in developing an Interpretive Framework, which will be a key outcome of the project. The Interpretive Framework identifies key elements to assist teacher educators in planning, implementing and sustaining school-based approaches to teacher education.

We did the how to teach it: music teaching and learning in higher education in Australia

The Australian Government recognizes that the Arts are acritical part of formal school education and it should not be viewedas subordinate or extra. This paper forms part of a wider researchproject titled “Pre-service teacher attitudes and understandings ofMusic Education” that started in 2013. The focus of this paperinvestigates music teaching and learning in a core unit within theBachelor of Education (Primary) course at Deakin University(Australia). Using questionnaire and interview data gathered in 2014,I employ Interpretative Phenomenological Analysis to analyse andcodify the data. Three themes are discussed in relation to: Why it isimportant to include music in the primary school? What wasenjoyable and what aspects were challenging in the musicworkshops? What can students integrate as generalist teachers intotheir future classrooms? Though the findings focus on “we did thehow to teach it”, it also highlights some challenges and opportunitiesfor students and staff. Tertiary educators are challenged to raise thecapacity and status of music when preparing students to translate themusic curriculum into their future classrooms.

Guided portfolio writing as a scaffold for reflective learning in in-service contexts: a case study

Language is widely recognized as an inescapable mediating tool for professional learning, and with this text we want to contribute to a better understanding of the particular role that guided writing can play in in-service professional reflective learning. We analysed one pre-school teacher’s written portfolio, the construction of which was guided to scaffold deep thinking about (and the transference of theory into) practice during participation in an in-service program about language education. Our case study shows that the writing process sustained robust learning about professional knowing, doing and learning itself: The teacher elaborated an integrative ethical understanding of the discussed theory, fully experienced newly informed practices and assessed her own learning by using theory to confront her previous knowledge and practices. Throughout the portfolio, the learning stance revealed by her voice varied accordingly. The study illustrates the potential of guided writing to scaffold reflective learning in in-service contexts.

The pedagogy of using video to develop reflective practice in learning to teach science

Purpose The purpose of this chapter is to identify the pedagogical approaches that foster critical reflection using video among the preservice teachers during tutorials. Methodology/approach The research is situated in a school-based teaching programme in which pairs of pre-service teachers taught small groups of primary aged children over a period of seven weeks. Volunteer pre-service teachers videotaped their lessons and selected video excerpts to share with their peers in the tutorial. The educator guided the preservice teachers’ reflection using the video. A case study drawing on interviews with pre-service teachers and audio recordings of tutorials, charted the development of pedagogical decisions made by the educators to promote reflection.Findings The pre-service teachers had difficulties undertaking deep reflection of their own and peers’ teaching practice. The response by educators was to promote collaboration among pre-service teachers by discussing specific aspects of the teaching in small groups and to use a jigsaw approach. This enabled a deeper analysis of particular elements of the lesson that were then integrated to produce a more holistic understanding of the teaching. The video data is most suitable for reflection and provides valuable evidence for pre-service teachers to develop their practice. Practical implications For pre-service teachers to develop effective skills to analyse their own practice they need to experience teaching in a safe but challenging environment, over a sustained period; have opportunities to develop a shared understanding of what constitutes quality teaching; have opportunities to critically analyse their teaching in discussion with peers and educators and be able to be guided by a framework of reflective strategies.

Composing, performing, and reflecting: teaching and learning in higher education

This case study adds to a growing body of literature that focuses on preparing generalist teachers in music education for the primary classroom. As part of my wider research on “Pre-service teacher attitudes and understandings of Music Education,” this paper situates itself within the Bachelor of Education (Primary) teacher education course at a university in Melbourne (Australia). Drawing on student questionnaire data, observation notes, and anecdotal feedback gathered in May 2015, I discuss student understandings and perceptions of music teaching and learning in a core unit (Primary Arts Education: Music Focused Study). This paper highlights the opportunity and challenges of music composition and performance as a group assessment task. The findings show that student confidence and competence improved through the creative music process. It can be argued that music teaching and learning in a pre-service teacher context is most effective when composition, performance, listening, and reflection are interconnected. Follow up research need to be undertaken in relation to how students use songs and group work to foster creativity in their future classrooms. Limitations of the study are acknowledged and generalizations cannot be made to other pre-service teacher courses in Australia

Cultivating teachers’ beliefs, knowledge and skills for leading change in schools

Australian policy initiatives and state curriculum reform efforts affirm a commitment to address student disengagement through the development of inclusive school environments, curriculum, and pedagogy. This paper, drawing on critical social theory, describes three Australian projects that support the cultivation of teachers’ beliefs, knowledge and skills for critical reflection and leading change in schools. The first project reports on the valued ethics that emerged in pre-service teacher reflections about a Service-learning Program at a university in Queensland. The second project reports on a school-based collaborative inquiry approach to professional development with a focus on literacy practices. The final project reports on an initiative in another university in Victoria, to operationalise pedagogical change and curriculum renewal in Victoria, through the Principles of Learning and Teaching (PoLT). These case studies illustrate how critical reflection and development of beliefs, knowledge and skills can be acquired to better meet the needs of schools.

Transforming educational practice : teachers' perceptions of embedding academic litaracy support within a B.Ed twinning program

An academic literacies approach frames students as active participants in their own learning as they develop their voice and identity. This paper describes teachers’ perceptions of developing and delivering an academic literacies program to TESOL pre-service teachers in a B.Ed twinning program. Data indicates that an academic literacies program is a dynamic process that is ever evolving in order to meet students’ needs. A cornerstone of the program was the continual and open communication between teachers to ensure that students’ needs were met. Additionally, a collaborative approach between twinning partners needs to occur in order for the benefits of the academic literacies program to continue for students.

David Hicks and Cathie Holden (eds.) (2007). Teaching The Global Dimension. London: Routledge, Taylor & Francis Group, 212 pages.

Teaching The Global Dimension (2007) is intended for primary and secondary teachers, pre-service teachers and educators interested in fostering global concerns in the education system. It aims at linking theory and practice and is structured as follows. Part 1, the global dimension, proposes an educational framework for understanding global concerns. Individual chapters in this section deal with some educational responses to global issues and the ways in which young people might become, in Hick’s terms, more “world-minded”. In the first two chapters, Hicks presents first, some educational responses to global issues that have emerged in recent decades, and second, an outline of the evolution of global education as a specific field. As with all the chapters in this book, most of the examples are drawn from the United Kingdom. Young people’s concerns, student teachers’ views and the teaching of controversial issues, comprise the other chapters in this section. Taken collectively, the chapters in Part 2 articulate the conceptual framework for developing, teaching and evaluating a global dimension across the curriculum. Individual chapters in this section, written by a range of authors, explore eight key concepts considered necessary to underpin appropriate learning experiences in the classroom. These are conflict, social justice, values and perceptions, sustainability, interdependence, human rights, diversity and citizenship. These chapters are engaging and well structured. Their common format consists of a succinct introduction, reference to positive action for change, and examples of recent effective classroom practice. Two chapters comprise the final section of this book and suggest different ways in which the global dimension can be achieved in the primary and the secondary classroom.

Enhancing professional ethics : service-learning in teacher education

The ethical conduct of professionals has been the focus of increasing scrutiny over the past several decades as members of the public, the media, professional bodies, and legislative authorities have struggled to define ethical behaviour in times of governmental change, increasing internationalisation, globalised communications, threats of terrorism, and the challenges of developments in science and medicine (e.g., Demmke & Bossaert, 2004). National governments and transnational bodies have responded to these concerns about ethics and corruption through measures such as the United Nations Convention Against Corruption (United Nations Office on Drugs and Crime, 2004), Transparency International’s annual corruption index (2010) and Queensland’s Public Sector Ethics Act 1994 (Queensland Parliament 1994). Similarly, academic interest in ethics and its application across a range of domains(e.g., business, health care, social welfare, criminal justice, law, journalism, defence, environment, and media) has also increased. To illustrate, in 1993, a non-partisan, non-profit national umbrella organisation, the Australian Association for Professional and Applied Ethics, was formed following a conference concerned with the teaching of ethics (http://www.arts.unsw.edu.au./aapae/about_aapae/about_aapae.htm), while a recent review of the Excellence in Research for Australian rankings of national and international academic journals revealed that 16 journals related to ethics had received the top ratings of A* or A (Australian Research Council, 2009). In this chapter we examine professional ethics and argue, with specific reference to the context of pre-service teacher education, that Service-learning is one way of enhancing emerging professionals’ understanding of ethics.

The current context of Queensland primary teacher engagement with professional learning through professional associations

Engaging Queensland primary teachers in professional associations can be a challenge, particularly for subject-specific associations. Professional associations are recognised providers of professional learning. By not being involved in professional associations primary teachers are missing potential quality professional learning opportunities that can impact the results of their students. The purpose of the research is twofold: Firstly, to provide a thorough understanding of the current context in order to assist professional associations who wish to change from their current level of primary teacher engagement; and secondly, to contribute to the literature in the area of professional learning for primary teachers within professional associations. Using a three part research design, interviews of primary teachers and focus groups of professional association participants and executives were conducted and themed to examine the current context of engagement. Force field analysis was used to provide the framework to identify the driving and restraining forces for primary teacher engagement in professional learning through professional associations. Communities of practice and professional learning communities were specifically examined as potential models for professional associations to consider. The outcome is a diagrammatic framework outlining the current context of primary teacher engagement, specifically the driving and restraining forces of primary teacher engagement with professional associations. This research also identifies considerations for professional associations wishing to change their level of primary teacher engagement. The results of this research show that there are key themes that provide maximum impact if wishing to increase engagement of primary teachers in professional associations. However the implications of this lies with professional associations and their alignment between intent and practice dedicated to this change.

Career decision making among gifted students : the mediation of teachers

There is international concern about falling enrollments in higher education, particularly the sciences, by gifted students. In this mixed method study, the top performing 200 students (approximately 1%) within a particular education jurisdiction at the beginning of their first year at university were surveyed and 20 interviewed about their school experiences using a biographical interpretive design. This study focussed on identifying those characteristics of teachers which supported students’ interests. Participants identified seven characteristics of teachers that students identified as supportive of their potential career pathways. These included connecting pedagogical practices with student interests, being passionate about their subject matter, having good content knowledge, making learning experiences relevant, setting high expectations of students, being a good explainer of complex ideas, and being a good classroom manager. This study extends our knowledge of how teachers influence gifted students and has implications for both pre-service and in-service teacher education and career counselling.