Using authentic blended learning environment in primary music education

The history of the paucity of music education in both state schools and teacher education institutions and the lack of confidence and competence of preservice and inservice teachers is well documented. Over the last few years much research has highlighted the situation of non-specialist primary teacher education students as having little confidence in their own musical ability and their ability to teach children music. Added to this, problems such a lack of resources, confidence, priority, time, knowledge and experience appear to inhibit the regular teaching of music by generalist classroom teachers. This paper details a case study describing how one Primary Teacher Education course responded to these challenges using an authentic blended learning environment approach.