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Informal learning and meta-pedagogy in initial teacher education in England

Informal learning and meta-pedagogy in initial teacher education in England

Finney, John and Philpott, Chris (2010) Informal learning and meta-pedagogy in initial teacher education in England. British Journal of Music Education, 27 (1). pp. 7-19. ISSN 0265-0517 (Print), 1469-2104 (Online) (doi:10.1017/S0265051709990167)

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Abstract

How do student teachers learn to use informal learning and pedagogy in their teaching? Through focusing on Initial Teacher Education (ITE) in England, this paper will explore the possibility of developing a meta-pedagogy which embraces informal learning and pedagogy in music. The paper is in two parts, the first of which examines the background to Informal Learning and Pedagogy (ILP) in English music education and some attendant issues surrounding initial teacher education. The second will report on some approaches to developing a meta-pedagogy for ILP in music, before speculating on future areas for research in music ITE. The concepts of ‘living’ and ‘excavating’ learning will be proposed as important meta-pedagogical tools in the process of student teachers learning how to teach music.

Item Type: Article
Additional Information: [1] Paper published in British Journal of Music Education (2010), Volume 27 - Special Issue 01 with theme 'Informal Learning in Music Education.' [2] The papers presented in this special issue grew from a symposium on the topic of ‘Informal Learning and Post-Compulsory Music Education’ convened at the Reflective Conservatoire Conference, 2nd International Conference - Building Connections, hosted by the Guildhall School of Music from 28 February – 3 March 2009.
Uncontrolled Keywords: initial teacher education, informal learning, pedagogy, meta-pedagogy, England
Subjects: L Education > LB Theory and practice of education
Faculty / Department / Research Group: Faculty of Education & Health
Related URLs:
Last Modified: 14 Oct 2016 09:17
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/6655

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