This research explored the impact of informal learning (IL) in primary music initial teacher training. A small group of undergraduate student teachers had an opportunity to learn about and facilitate an IL approach. Data were collected from interviews, participant reflective logs and researcher reflections. The findings show that perceived benefits included freedom for serendipity, pupil autonomy and aural learning; perceived tensions included student teacher anxiety and a lack of teacher control. The researchers propose two aspects for consideration: first, that language associated with IL has social meaning that must be updated; second, that while direct instruction remains at the heart of primary teacher education, IL can continue to be justified despite the current emphasis on direct explicit teaching.

中文翻译：

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探索在教学传统主义时代，小学音乐教育实习教师非正式音乐学习的潜力


本研究探讨了非正式学习（IL）对小学音乐初始教师培训的影响。一小群本科生教师有机会了解和促进 IL 方法。数据来自访谈、参与者反思日志和研究人员反思。研究结果表明，感知到的好处包括偶然发现的自由、学生的自主性和听觉学习；感受到的紧张包括学生、教师的焦虑和教师缺乏控制。研究人员提出了两个方面的考虑：首先，与IL相关的语言具有必须更新的社会意义；其次，虽然直接教学仍然是小学教师教育的核心，但尽管目前强调直接显性教学，IL仍然可以继续被证明是合理的。