Music teachers’ action research and the development of Big K knowledge

Cain, Tim (2010) Music teachers’ action research and the development of Big K knowledge. International Journal of Music Education, 28 (2). pp. 159-175. ISSN 0255-7614 DOI https://doi.org/10.1177/0255761410362942

[img] Microsoft Word (Post print)
IJME_2010.doc - Accepted Version

Download (114kB)

Abstract

Although action research is widely acknowledged to have benefits in terms of improving practice and professional development (Zeichner, 2002) its ability to generate new knowledge, and hence its status as research, is debatable (Lytle & Cochran-Smith, 1998). Indeed, there are questions as to whether it can be called ‘proper’ research (Clayton & O’Brien et al., 2008). 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 (Heron & Reason, 1997; 2009). Although such knowledge is positioned as ‘Little K’ knowledge (Garvey & Williamson, 2002) 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.

Item Type: Article
Uncontrolled Keywords: action research, teacher research, practitioner research, music, Big K Knowledge
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: Education
Date Deposited: 09 Aug 2013 15:16
URI: http://repository.edgehill.ac.uk/id/eprint/5326

Archive staff only

Item control page Item control page