Peripatetic music teachers’ experiences of primary school music teaching: Case OutMus

Abstract

The focus of this article is to explore the reflections and experiences of a small group of peripatetic music teachers (PMT) on being insourced into primary schools as a part of Project OutMus. The material included is derived from 11 interviews with the PMTs, conducted in connection with their teaching sessions. A thematic and structural analysis has been applied, to unveil potential underlying social or power structures that are expressed to some extent in these interviews. The topics of classroom management; practice-oriented teaching; teacher professionalism; and the transition from instrumental to classroom teacher are explored. It is evident that the PMTs have experienced the transition to classroom teacher and the lack of time as particularly challenging. The need for good classroom management skills was more evident than expected and this has affected the PMTs’ self-confidence as teachers.

Keywords

• large group tuition
• classroom management
• peripatetic music teaching
• teaching professionalism
• practice theory