A ukulele for everyone
A collaborative self-study of an initiative for student-owned ukuleles in an Australian university
Bibliographic Data
| ID | 21717783 |
|---|---|
| Authors | Fiona King (0000-0001-5749-1435, The University of Melbourne), F J King (0000-0003-4497-2963, The University of Melbourne, corresponding author), Emily Wilson (0000-0003-4350-6012), Jennifer Stevens-Ballenger, Sue Arney, Jenni Anne Hillman |
| Year | 2025 |
| Volume | 27 |
| Issue | 2 |
| Pages | 136-147 |
| Publication date | 2025-03-15 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Music Education Research (JOURNAL) |
| Journal identifiers | ISSN: 1461-3808 • E-ISSN: 1469-9893 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/14613808.2025.2454645 |
| OpenAlex | W4407004460 |
| Language | EN |
| References cited | 30 |
The limited time for music education in generalist primary and early childhood teacher education courses remains a persistent challenge in initial teacher education. An initiative for student-owned ukuleles was launched at an Australian university to enhance the skills and confidence of pre-service primary and early childhood generalist teachers to include music activities in their teaching. This collaborative self-study explores the experiences of four music teacher educators across several years and iterations of core arts subjects where pre-service teachers purchased or borrowed a ukulele. The initiative for student-owned ukuleles began during the COVID lockdowns and extended into periods of online learning and the return to in-person teaching. Data collection consisted of individual narratives, document analysis and reflective discussions. Thematic analysis was undertaken to identify emergent themes. In this article, we report how the initiative built community and connection, supported confident and unselfconscious singing, using a pedagogy informed by participatory music making. The findings highlight the potential benefits to supporting generalist teacher skills and confidence to use music in their classrooms and the value of self-study to transform our practice as teacher-educator-researchers. The findings may be of interest to music teacher educators in similar circumstances
Mathematics education · Medical education · Music education · Pedagogy · Political science · Public relations · Sociology · Higher Education Practises and Engagement · Innovative Education and Learning Practices · Psychology · Reflective Practices in Education
Self-Study Teacher Research
The Methodology of Self-Study and Its Theoretical Underpinnings
Preservice Music Teachers Perceptions of Teaching and Learning Popular Music
Teaching music in the early years in schools in challenging circumstances
Document Analysis as a Qualitative Research Method
Using thematic analysis in psychology
Guidelines for Quality in Autobiographical Forms of Self-Study Research
Researching Teacher Education Practices
| Highly cited | No |
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