Primary teachers’ perceptions of music teaching before and after the COVID-19 pandemic

Authors

Dolan, Rachel

Issue Date

2022

Degree

Higher Diploma in Psychology

Publisher

Dublin Business School

Rights

Items in eSource are protected by copyright. Previously published items are made available in accordance with the copyright policy of the publisher/copyright holder.

Abstract

Music is one of the twelve subjects taught by mainstream primary school teachers in Ireland and it was specifically affected by COVID-19 restrictions. The aim of this study was to explore teachers’ perceptions on how music is taught in the post-pandemic classroom. Qualitative research was chosen as the specific experiences of participants were the focus. Five primary teachers currently working in a mainstream classroom for over three years were interviewed. The interviews were semi-structured and lasted between 20 and 30 minutes. Two research questions were explored: one focused on how teachers plan, incorporate and teach music in the post-pandemic classroom and the other focused on barriers to teaching music before and after the pandemic. The results indicated that planning was inconsistent, teachers were conscious of including music but were under pressure. Disjointedness, confidence, attitude, time, and support were identified as barriers to music teaching.

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