Teachers' views of constructivist theory: a qualitative study illuminating relationships between epistemological understanding and music teaching practice

Cleaver, David and Ballantyne, Julie (2014) Teachers' views of constructivist theory: a qualitative study illuminating relationships between epistemological understanding and music teaching practice. International Journal of Music Education, 32 2: 228-241. doi:10.1177/0255761413508066

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Author Cleaver, David
Ballantyne, Julie
Title Teachers' views of constructivist theory: a qualitative study illuminating relationships between epistemological understanding and music teaching practice
Journal name International Journal of Music Education   Check publisher's open access policy
ISSN 0255-7614
1744-795X
Publication date 2014-01-01
Year available 2013
Sub-type Article (original research)
DOI 10.1177/0255761413508066
Open Access Status Not Open Access
Volume 32
Issue 2
Start page 228
End page 241
Total pages 14
Place of publication London, United Kingdom
Publisher Sage Publications
Language eng
Formatted abstract
While constructivist theory is widely promoted in pre-service music teacher education, there has been a lack of research conducted to reveal the ways in which the theory is individually personalized, then subsumed, translated and adopted into in-service classroom teaching practice. To address this shortfall, this article explores some of the ways that music teachers individually apply their understanding of the philosophically generated ideas and the cognitive concepts and principles that are broadly regarded as “constructivist.”

In seeking to contribute to professional dialogue and debate surrounding this matter, this study seeks to illuminate how a small sample of music teachers engages both theoretically and practically with constructivist views of learning. Using a qualitative approach, the researchers incorporated staged, informal interviews with invited teacher participants. Preliminary analyses of interview data were returned to the participants for review and further commentary. This process was designed to contribute to both the trustworthiness of representation and to enhance the transactional process between participants and researchers. The commentaries are designed to problematize issues, raise points for discussion and the article concludes with implications for practice in schools and universities.
Keyword Constructivism
Music education
Music pedagogy
Pre-service music teaching
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online before print: 7 November 2013.

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Music Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 2 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 4 times in Scopus Article | Citations
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Created: Sat, 09 Nov 2013, 03:13:01 EST by Dr Julie Ballantyne on behalf of School of Music