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.

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。数据是从访谈、参与者反思日志和研究人员反思中收集的。研究结果表明，感知到的好处包括偶然发现的自由、学生自主性和听觉学习;感知到的紧张情绪包括学生教师焦虑和缺乏教师控制。研究人员提出了两个方面供考虑：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明确教学，但 IL 可以继续被证明是合理的。