Learning How to be a Music Teacher: An autobiographical case study

Abstract

In this case study the author outlines how he 'learnt' to be a primary school music teacher. An autobiographical research design, using phenomenology as an analysis tool, is used to determine the nature of this learning. This learning encompasses experiences at teachers college, the influence of a relative who was a primary school classroom music teacher, knowledge gained from non-music teachers and administrators when teaching in schools, and finally knowledge gained when undertaking in-service. Each of these areas is discussed, with reference to the author's autobiographical narrative, interviews conducted and relevant research literature. Possible implications for teachers, music teacher educators and employers of music teachers are discussed.