[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593749-105":59,"doc-detail-593749-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","a-reflective-journey-in-teaching-action-research","A reflective journey in teaching - action research","","The qualitative study investigated what undergraduate pre-service music teachers could learn from conducting classroom-based action research with primary 5 pupils in Hong Kong. Data were gathered through lesson observations, post-lesson conferences, teacher presentations, and individual reflection reports. The process supported research-lesson design aligned with teaching approaches focused on understanding music and engaging pupils through musical activities. Research data then revealed a teaching gap, prompting deeper re-evaluation of how pupils learn and reflection on teaching effectiveness, with a concluding reconsideration of musical concept teaching practices in classrooms.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-reflective-journey-in-teaching-action-research/593749/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-reflective-journey-in-teaching-action-research/593749.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the action research study described in the document?","Question",{"text":112,"@type":113},"The study aimed to investigate what a class of pre-service music teachers could learn from conducting action research in primary school music lessons in Hong Kong.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected in the study?",{"text":117,"@type":113},"Data were collected from lesson observations, post-lesson conferences with the pre-service teachers, their presentations, and individual reflection reports.",{"name":119,"@type":110,"acceptedAnswer":120},"What teaching gap did the study identify and how did it affect the teachers?",{"text":121,"@type":113},"A teaching gap was found after interpreting the research data, leading the pre-service teachers to reevaluate how pupils learn and to conduct deeper reflections on their teaching effectiveness.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593749,1792168048,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"A reflective journey in teaching: Pre-service music teachers’  \na u s t r a l i a n  \na  \ns o c i e t y  \ns  \nf o r m u s i c  \nm  \ne d u c a t i o n  \ne  \ni n c o r p o r a t e d  \naction research  \nAnnie O. Mok  \nIndependent Researcher, Hong Kong  \nAbstract  \nThe qualitative study referred to here investigated what a class of undergraduate pre-service music teachers could learn from conducting a piece of action research for primary 5 pupils in Hong Kong. Data were collected from lesson observations, post-lesson conferences with the pre-service teachers, their presentations and individual reflection reports. This action research helped the pre-service teachers to design their research lessons according to the good practices of “teaching students to understand music” and “engaging pupils to learn music through musical activities”. Informed by the research data, a teaching gap was found and the pre-service teachers started to reevaluate how the pupils learn, and to conduct deeper reflections on their own teaching effectiveness. The study concluded with arethinking of the practice of teaching the musical concepts that are prevalent in music classrooms.  \nKey words: Action research, Music lesson, Music teacher education, Pre-service Teacher, Teacher education, Teaching gap, Tacit knowledge  \nAustralian Journal of Music Education 2016: 50(2), 58-70  \nIntroduction  \nMany pre-service music teachers are music lovers who enjoy making music themselves. However, the path of learning how to be a teacher may seem like climbing over a rugged mountainous terrain. They may not be aware the difficulties and challenges involved in guiding schoolchildren gently into the world of music. Many pre-service music teachers started to learn their instruments at a young age, so music has become a very natural “language” to them. When facing their future pupils who may not have learned an instrument before, the pre-service teachers may overlook or even take for granted the difficulties that the children may encounter when they learn the subject. Teaching gaps mayarise as a result of their misperceptions of their pupils’ ways of learning and the bigger issue  \nof their understanding of the nature of music learning may also arise. In light of the above, nurturing pre-service teachers’ competency in teaching “has always been regarded as a critical element of initial teacher education programmes”(Cheng, 2014, p. 51) . It is crucial that pre-service music teachers learn how to teach, not just from theory but also from practice. A solid theoretical understanding of how learning takes place and a concrete and accurate picture of how their pupils learn are both important.  \nOver the years, action research carried out by teachers has always been deemed to be an important way to bridge the gap between theory and practice (West, 2011). The application of classroom-based research, such as action research, teacher research and collaborative action research for pre-service and in-service teachers as a part of  \n58 50(2) 2016  \nteacher education or professional development are still a focus of discussion among teacher education researchers (Cain, 2012; Conway, Edgar, Hansen & Palmer, 2014; Crawford-Garrett, Anderson Grayson & Suter, 2015; Jaipal & Figg, 2011; Lew & Mohsin, 2011; West, 2011; Wong, 2011). These research experiences are valuable to teachers in that they enable them to reflect on their professional practice throughout the research process and empower them to “systematically explore their curiosities and inform their practice”(West, 2011, p. 94). Conway et al. (2014) state clearly that what is needed is “teacher research as professional development that counts”(p.  \n414). Some of the teachers in their study also said that they would like to conduct research for the purpose of their own professional development in the future (Conway et al., 2014; Jaipak, Figg, 2011; West, 2011) . As more music teachers began to engage in action research, Cain (2010) claimed","cbCaikIY9a0KuyQk","https://ap.wps.com/l/cbCaikIY9a0KuyQk","pdf",427235,13,"English","# Abstract\n# Introduction\n## Rationale for action research in teacher education\n## Classroom-based action research models","[{\"question\":\"What was the purpose of the action research study described in the document?\",\"answer\":\"The study aimed to investigate what a class of pre-service music teachers could learn from conducting action research in primary school music lessons in Hong Kong.\"},{\"question\":\"How were data collected in the study?\",\"answer\":\"Data were collected from lesson observations, post-lesson conferences with the pre-service teachers, their presentations, and individual reflection reports.\"},{\"question\":\"What teaching gap did the study identify and how did it affect the teachers?\",\"answer\":\"A teaching gap was found after interpreting the research data, leading the pre-service teachers to reevaluate how pupils learn and to conduct deeper reflections on their teaching effectiveness.\"}]","A reflective journey in teaching - action research | PDF",1792077841,33]