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

Published online by Cambridge University Press:  26 January 2010

John Finney  and
Chris Philpott
John Finney
Affiliation:
University of Cambridge, Faculty of Education, 184, Hills Road, Cambridge CB2 2PQ, UKejf28@cam.ac.uk
Chris Philpott*
Affiliation:
University of Greenwich, Avery Hill Campus, Bexley Road, London SE9 2PQ, UKC.J.Philpott@greenwich.ac.uk
*
*Corresponding author.
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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.

Type
Research Article
Information
British Journal of Music Education , Volume 27 , Issue 1: Informal Learning in Music Education , March 2010 , pp. 7 - 19
Copyright
Copyright © Cambridge University Press 2010

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