Early childhood teachers' music knowledge and professional development : a multiple-case study in Hong Kong

Abstract

Fifteen years have passed since the recent early childhood education reform in Hong Kong, pre-primary teachers’ qualification has been raised to guarantee the quality of early childhood education by enhancing teachers’ knowledge. The qualification for music teaching on the other hand, has never been regulated, while the majority of the kindergarten teachers have to lead music activities on a daily basis. Additionally, the existing guidelines in music teaching and learning for pre-primary education are inadequate and unclear. The quality of music teaching in pre-primary settings has become a concern. This study aimed to investigate the in-service kindergarten teachers’ music knowledge and background, including personal abilities and professional development in music; teachers’ beliefs including current music education policies and the values of music for children; and their actual practices including music planning and teaching. Mix-methods research approach was utilised to conduct 82 questionnaires from teachers in seven kindergartens, and a four-case study. The multiple case study was triangulated in three phases: 1) analysis of lesson plans, 2) in-class observations, and 3) individual interviews, in order to achieve reliability and validity of the study. The results confirmed few previous research findings in the related subject area, and the findings of two gaps: “policy-practice” and “belief-practice” were discussed in this paper. Conclusion of the current issues and implications are also discussed and linked to recommendation for future research to improving learning outcomes for the pre-primary children in Hong Kong.