Music and movement teacher professional development: An interview study with Hong Kong kindergarten teachers

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Abstract

Despite the urgent need to provide kindergarten teachers with professional development (PD) in music and movement, little is known about their needs, motivations, and preferences in this area. This interview study explores Hong Kong kindergarten teachers’ prior music and movement educational experiences and their self-perceived usefulness of such experiences, their needs and motivations to participate in further music and movement PD, and their preferences regarding PD facilitators, times, and learning activities. Evidence reveals that participants felt unprepared to enact the local music and movement curriculum guidelines, perceiving their prior educational experiences to be of low quality. Teachers showed high levels of need and motivation to participate in music and movement PD, showing preferences for initiatives facilitated by expert kindergarten teachers and musicians/performers, conducted during working hours or online, and involving classroom-based and content-focused activities. Findings raise awareness about the importance of providing kindergarten teachers with responsive music and movement PD. Copyright © 2021 The Author(s).
Original languageEnglish
Pages (from-to)276-290
JournalAustralasian Journal of Early Childhood
Volume46
Issue number3
Early online date29 Apr 2021
DOIs
Publication statusPublished - Sep 2021

Citation

Bautista, A., & Ho, Y. L. (2021). Music and movement teacher professional development: An interview study with Hong Kong kindergarten teachers. Australasian Journal of Early Childhood, 46(3), 276-290. doi: 10.1177/18369391211014759

Keywords

  • Responsive professional development
  • Kindergarten teachers
  • Music and movement
  • Needs
  • Motivations
  • Preferences

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