ABSTRACT

The purpose of this article is to explore the pitfalls and benefits experienced whilst implementing elements of a co-research approach with teachers during a three-year research project which sought to explore perceptions of informal learning in secondary music education. The co-research methodological approach was adopted due to (a) the perceived benefits that were believed to enhance the project and (b) to build upon the often fragmented research-practice relationship within the field. Within four case study schools, music teachers were invited to become co-researchers for two elements of the project: to propose a research priority to be investigated within their own setting relating to the overall focus of the project; and to propose methods that were deemed to be most appropriate and relevant for use within their setting. The pitfalls and benefits identified whilst implementing the co-research elements have been presented, along with two key recommendations: that co-researching was considered valuable enough for researchers within the field to develop and further implement the approach; and that additional support, time and encouragement should be provided for teachers in order to facilitate co-researching to a greater extent.

摘要

本文的目的是探讨在为期三年的研究项目中与教师实施共同研究方法的要素时遇到的陷阱和好处，该项目旨在探索对中学音乐教育中非正式学习的看法。采用共同研究方法的原因是（a）被认为可以增强项目的感知收益和（b）建立在该领域内经常分散的研究-实践关系的基础上。在四所案例研究学校中，音乐教师被邀请成为该项目两个要素的共同研究人员：提出在他们自己的环境中与项目的整体重点相关的研究重点；并提出被认为最适合在其环境中使用和相关的方法。已经提出了在实施共同研究要素时发现的缺陷和好处，以及两个关键建议：共同研究被认为足以让该领域的研究人员开发和进一步实施该方法；并且应该为教师提供额外的支持、时间和鼓励，以在更大程度上促进共同研究。