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dc.contributor.authorWiggins, Robert A.
dc.contributor.authorWiggins, Jackie
dc.date.accessioned2014-04-22T16:17:48Z
dc.date.available2014-04-22T16:17:48Z
dc.date.issued2008
dc.identifier.citationWiggins, R. A. & Wiggins, J. (2008). Primary music education in the absence of specialists. International Journal of Education & the Arts, 9(12). Retrieved [date] from http://www.ijea.org/v9n12/.en_US
dc.identifier.urihttp://hdl.handle.net/10323/2837
dc.description.abstractMany schools worldwide rely exclusively on generalist teachers for music instruction at the primary level yet we know little about these teachers, their preparation for the task, and what they actually do in the classroom when teaching music. The extant literature in this area has focused primarily on boosting generalist teachers' confidence to teach music. Little attention has been given to their musical knowledge base and thus their competence for teaching music. This paper reports the results of an investigation of music teaching in one national school system that has almost no specialist teachers at the primary level. Drawing from questionnaire data augmented by classroom observations and interviews, the authors describe the nature and quality of music teaching in this system highlighting the issues that arose for these teachers.en_US
dc.language.isoen_USen_US
dc.titlePrimary Music Education in the Absence of Specialistsen_US
dc.typeArticleen_US
dc.relation.journalInternational Journal of Education & the Arts


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