NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1083379
Record Type: Journal
Publication Date: 2015-Nov
Pages: 12
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0265-0517
Working Towards Educational Transformation through Action Research with Botswana's Music Teachers
Chadwick, Sheelagh
British Journal of Music Education, v32 n3 p247-258 Nov 2015
Contrary to government policy, schooling in Botswana remains largely teacher-centred, with music teaching being no exception. However, other possibilities for classroom dynamics arise under the pressure of practical examinations and when some students have better instrumental facility than their teachers. This article describes initial explorations into action research with music teachers in Botswana and outlines the possibilities and potential for change--both in teachers' views of their work, and for approaches that bring students' knowledge and skills to the forefront of music classrooms. Researcher mistakes and learning are also explored, demonstrating the need for ongoing critical reflection and adaptation in this complex setting.
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Botswana