Dr James Ingham

As the Head of Secondary ITE at Canterbury Christ Church University, I have been leading the department since May 2024, overseeing all Secondary Initial Teacher Training (ITE) courses. In my role, I manage a dedicated team of educators and drive the strategic development of our programs to ensure we continue to deliver high-quality training for the next generation of teachers. Additionally, I serve as the Course Director for the International Qualified Teacher Status (IQTS), guiding future educators from around the world in achieving excellence in their teaching practices.

I am deeply passionate about teacher education and firmly believe in the transformative power of research-informed practice. My commitment is to equip aspiring teachers with the knowledge, skills, and critical thinking necessary to thrive in diverse and dynamic educational settings. By integrating the latest research and pedagogical advancements into our curriculum, I strive to foster a culture of reflective practice and continuous improvement, ensuring our trainees are well-prepared to make a meaningful impact in their classrooms and beyond.

My teaching career started following the completion of my BA (Hons) in Music Performance from the Academy of Contemporary Music. I subsequently pursued a PGCE in Secondary Education at Roehampton University, which laid the foundation for my teaching practice. I began my career as a Music and Music Technology teacher at a secondary school in South London while concurrently completing my MA in Education at Roehampton University.   My career then expanded to the Further Education sector, where I worked at an FE College before transitioning to an international school in Kampala, Uganda. These diverse experiences have enriched my understanding of music education across different contexts. During my career, I assumed various leadership roles, including Director of Music, Head of Performing Arts, and Head of Sixth Form.  From 2020 to 2024, I was part of the National Institute of Teaching and Education at Coventry University, where I undertook multiple roles such as Music PGCE Course Author, Visiting Assessor, Lead Mentor, Subject Lead for Music, and Senior Lead Mentor for Pastoral.   During this time, I completed my PhD in Music at the University of Surrey, with a research focus on jazz improvisation. I also work as an associate lecturer on the Jazz Studies module at the University of Surrey. I contribute regular articles to Music Teacher Magazine and have been published in Impact, the journal of the Chartered College of Teaching.

'My research interests are centred on enhancing education in secondary schools by examining how research can directly impact classroom practice.

A key aspect of my research involves music teaching pedagogy, especially in developing aural awareness and listening skills. I explore how these foundational skills can be cultivated in students, drawing on insights from many prominent voices in music education including Lucy Green's work on informal music learning and John Sloboda’s research on musical perception and cognition, as well as the wide ranging research of Martin Fautley. These skills are essential for fostering students' musical understanding and for enhancing their engagement with music.

My research also delves into the teaching of improvisation and composition, and the integration of creative practices in the curriculum. Here, I investigate methods to guide students in expressing their musical ideas. This is closely linked to my interest in jazz, where spontaneous musical creation plays a crucial role. The research of Fernando Benadon, Marcel Cobussen, Mervyn Cooke, Milton Mermikides, Ingrid Monson and Paul Rinzler (to name a few) on the cultural and cognitive dimensions of jazz, analysis and improvisation, have been instrumental in informing my research and teaching strategies in this domain.

Additionally, building on my PhD research, I explore performance analysis as a tool for deepening students' interpretative and critical listening abilities. By studying the nuances of musical performance, I aim to help students develop a more sophisticated understanding of musical expression and analysis. Through these varied research interests, I seek to contribute to a more holistic and research-informed approach to music education.

My external affiliations reflect my commitment to both professional development and community engagement in education. I am a Fellow of the Higher Education Academy (FHEA), which recognises my dedication to teaching excellence and my contributions to higher education. Additionally, I am a Member of the Chartered College of Teaching (MCCT), where I engage with a community of educators to stay informed about the latest research and best practices in teaching and learning.

Beyond these professional memberships, I actively contribute to the wider educational community as a school governor. In this role, I help shape the strategic direction of the school, ensuring that it provides a high-quality educational experience for all students. These affiliations support my ongoing efforts to advance education both within and outside the university setting.