English Trainee Teachers’ Development of Music Technology Skills

For over a decade, Nick Breeze and Marina Gall have supported both experienced and trainee music teachers in developing their use of music technology to promote music learning. Drawing on their previous projects (Gall, 2013; Gall in process), this paper presents the preliminary findings of their current research project, which seeks to better understand the development of current trainee teachers' music technology and pedagogic skills.
The research focuses on 6 case studies of student teachers completing a one year secondary classroom music teacher course* at one higher education institution (3 males, 3 females; 2 skilled in the use of technology at the start of the course, 2 who arrived on the course with some skills and 2 who have classified themselves as complete beginners). Throughout the course, participants are completing reflective journals noting:
I. the development of their ICT and pedagogic skills:
in their own time;
within university session;
during school placements.
II. their feelings and attitudes towards music technology and ICT within school music.

*In England, students intending to teach at secondary level typically study their subject for 3 years and then complete a one-year teacher education course.

Gall, M. (2013) Trainee Teachers' Perceptions: Factors that Constrain the Use of Music Technology in Teaching Placements. Journal of Music, Technology and Education, 6(1), 5-27.
Gall, M. (in process) ICT in music lessons for 11-14 year olds:Trainee teachers’ perceptions of good practice.