The Role of Technology in Music Teacher Education

2019 ◽  
pp. 363-376
Author(s):  
Richard J. Dammers
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Digital Technology ◽  
Music Educators ◽  
Music Teacher ◽  
Pedagogical Practice ◽  
Music Teacher Education ◽  
Computing Power ◽  
Specific Technology

Digital technology is a source of continual change in our society. The ongoing miniaturization of devices, as well as increases in computing power, connectivity, and affordability of devices, are providing ever-higher levels of access to digital technology for music educators and their students. This chapter focuses on the work in the field that addresses the opportunities and challenges for music education provided by technology. Specifically, frameworks for viewing technology within pedagogical practice are reviewed, as well as specific technology competencies needed by music educators. Research addressing the state of technology in music education and music teacher education is shared, followed by summary recommendations.

Change in Music Teacher Education

2019 ◽  
pp. 66-84
Author(s):  
David J. Elliott ◽  
Marissa Silverman
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Teaching And Learning ◽  
Music Educators ◽  
Music Teacher ◽  
Music Teaching ◽  
Music Teacher Education ◽  
Philosophical Perspective ◽  
Pedagogical Content

This chapter offers a philosophical perspective on the central aims and values of music teacher education with a specific focus on the ethical dimensions of music teaching and learning. Drawing on the work of music education scholars, philosophers of mind, and philosophers of education, the chapter builds an argument for the view that music teacher education should be ethically guided and ethically applied in practice. Additionally, it suggests that “pedagogical content” should include dialogical discussions and activities related to the role of ethics in music teacher education because, among many values, the professional work of future music educators involves highly refined ethical sensibilities and opportunities for their own students to learn the nature of and strategies for acting rightly, appropriately, and responsibly in their future circumstances. Indeed, ethically guided music teacher education offers the profession rich opportunities to develop “ethically right” compassion, caring, and generosity toward others.

Music Teacher Education Program Practices: Preparing Teachers to Work With Diverse Learners

2021 ◽  
Vol 30 (2) ◽  
pp. 51-64
Author(s):  
Mara E. Culp ◽  
Karen Salvador
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Music Educators ◽  
Diverse Learners ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Education Programs

Music educators must meet the needs of students with diverse characteristics, including but not limited to cultural backgrounds, musical abilities and interests, and physical, behavioral, social, and cognitive functioning. Music education programs may not systematically prepare preservice teachers or potential music teacher educators for this reality. The purpose of this study was to examine how music teacher education programs prepare undergraduate and graduate students to structure inclusive and responsive experiences for diverse learners. We replicated and expanded Salvador’s study by including graduate student preparation, incorporating additional facets of human diversity, and contacting all institutions accredited by National Association of Schools of Music to prepare music educators. According to our respondents, integrated instruction focused on diverse learners was more commonly part of undergraduate coursework than graduate coursework. We used quantitative and qualitative analysis to describe course offerings and content integration.

Pushing the Boundaries from the Inside

2019 ◽  
pp. 1-22
Author(s):  
Colleen Conway ◽  
Shannan Hibbard
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Best Practice ◽  
Teacher Educators ◽  
Music Teacher ◽  
Adaptive Expertise ◽  
Music Teacher Education ◽  
Classroom Relationships ◽  
School Based

This chapter situates the study of music teacher education within the larger body of music education and teacher education research. It problematizes the terms teacher training, teacher education, and best practice and introduces the concept of teaching as an “impossible profession.” Goals of teacher education, including reflective practice and adaptive expertise, are discussed. The chapter outlines the challenges that music teacher educators face as they try to prepare preservice teachers for the realities of P-12 school-based music education while instilling in these new colleagues a disposition toward change. It concludes with narratives that examine teachers’ descriptions of classroom relationships throughout the lens of presence in teaching as a way to remind teacher educators of the importance of their work to push the boundaries of music teacher education in order to serve the profession at large.

The Oxford Handbook of Preservice Music Teacher Education in the United States

2019 ◽  
Keyword(s):  
United States ◽  
Teacher Education ◽  
Music Education ◽  
State Level ◽  
The United States ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Education Faculty ◽  
Song Writing ◽  
Faculty And Administrators

The Oxford Handbook of Preservice Music Teacher Education in the United States aims to work from within the profession of music teacher education to push the boundaries of P-12 music education. In this book, we will provide all of those working in music teacher education—music education faculty and administrators, music researchers, graduate students, department of education faculty and administrators, and state-level certification agencies—with research and promising practices for all areas of traditional preservice music teacher preparation. We define the areas of music teacher education as encompassing the more traditional structures, such as band, jazz band, marching band, orchestra, choir, musical theater, and elementary and secondary general music, as well as less common or newer areas: alternative string ensembles, guitar and song-writing, vernacular and popular music, early childhood music, and adult learners

scholarly journals VALUES CREATED BY MUSIC EDUCATION IN GENERAL COMPREHENSIVE SCHOOLS

2021 ◽  
Vol 2 ◽  
pp. 318-329
Author(s):  
Urve Läänemets ◽  
Katrin Kalamees-Ruubel ◽  
Kristi Kiilu ◽  
Kadi Kaja ◽  
Anu Sepp
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Teacher Education ◽  
School Students ◽  
Creative People ◽  
Content Integration ◽  
Service Music ◽  
Further Development

This is the final part of research started in 2014 when development of the new National Curricula (NC) was initiated. The role of music education had to be mapped to prove its meaning as a traditional mandatory subject in the NC. According to the research program, different aspects, related to music education (content, integration of art subjects, informal and non-formal music activities, supportive learning environments, etc.), were analysed. The research of 2020 is summarising the values music education can provide for development of educated, responsible, ethical and creative people. The data collected from essays of school students and (future and in-service) music teachers (n=166), were analysed by qualitative methods. The values were classified by the following categories: social, cultural, cognitive, moral, aesthetic, personal. The research results can be used as arguments for developing music education syllabi in the NCs from kindergartens to gymnasia. The whole program of research is already being used for further development of music teacher education.  

Intercultural Tensions and Creativity in Music

2012 ◽  
pp. 353-370 ◽  
Author(s):  
Eva Saether ◽  
Alagi Mbye ◽  
Reza Shayesteh
Keyword(s):  
Teacher Education ◽  
Theoretical Framework ◽  
The Other ◽  
Music Teacher ◽  
Course Development ◽  
Music Teacher Education ◽  
Music School

This article examines the role of creativity in the Iranian-Swedish association music school in Malmö and Maali's Music School in Gambia. Section 1 outlines the theoretical framework which combines Vygotsky's theories of creativity with current discussions in ethnomusicology on the value and nature of cultural meetings. Section 2 presents an overview of how the concept of the Other has been used in the present study, in seeking insights from the epistemology of non-Western cultures. Section 3 describes how creativity is conceived and practised in the Gambian and Persian/Swedish examples. Section 4 describes the approach used in course development for music teacher education, while Section 5 presents a summary of key principles and approaches.

scholarly journals Informal and non formal music experience: power, knowledge and learning in music teacher education in Chile

2019 ◽  
Vol 37 (2) ◽  
pp. 272-285 ◽  
Author(s):  
Carlos Poblete ◽  
Adrian Leguina ◽  
Nicolás Masquiarán ◽  
Bárbara Carreño
Keyword(s):  
Teacher Education ◽  
Musical Training ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Structured Interviews ◽  
Music Learning ◽  
Mediating Role ◽  
Learning Contexts ◽  
The Relationship

Previous research recognizes the importance of musical experiences on music teacher education. However, current efforts do not provide a comprehensive view of the way their students learn music before starting university. The objective of this study is to portray their musical experiences, identifying the distinctive mechanisms underlying the relationship between practices, repertoires, and training contexts for music learning. A combination of pedagogical, social and musical dimensions, inspired by sociological theories of P. Bourdieu and B. Bernstein, examine the pre-university musical experiences and the mediating role of students’ sociocultural origins. Empirically, multimodal information from four Chilean universities ( n = 55) was collected through the application of a survey questionnaire and semi-structured interviews, and analyzed using a set of mixed techniques, including descriptive statistics, text mining, and content analysis. Findings reveal relevant associations between practices, repertoires, and learning contexts, especially in terms of the specialized nature of musical training and the habitus and cultural dispositions of practitioners. Particularly relevant is the predominance of informal and non-formal learning contexts and their translation into specific types of learning. These challenge current perspectives and contribute a tool kit for the understanding of the relationship between power and knowledge in future professional teachers.

scholarly journals Initiating mobilizing networks: Mapping intercultural competences in two music teacher programmes in Israel and Finland

2018 ◽  
Vol 40 (1) ◽  
pp. 67-88 ◽  
Author(s):  
Laura Miettinen ◽  
Claudia Gluschankof ◽  
Sidsel Karlsen ◽  
Heidi Westerlund
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Teacher Educators ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Instrumental Case Study ◽  
The Arts ◽  
Educational Challenges ◽  
Holistic Understanding ◽  
Group Interviews

Societies worldwide are becoming more aware of the educational challenges that come with increased cultural diversity derived from ethnic, linguistic, religious, socioeconomic and educational differences and their intersections. In many countries, teacher education programmes are expected to prepare teachers for this reality and develop their intercultural competences. This instrumental case study is based on a project that aims to initiate mobilizing networks between two music teacher programmes to explore intercultural music teacher education. In this study, we map the intercultural competences that are required of music teacher educators and that are provided in the music education programmes at two higher music education institutions in Israel and Finland. The data consists of 11 focus group interviews with music teacher educators at the Levinsky College of Education in Tel Aviv and the Sibelius Academy of the University of the Arts Helsinki, conducted by a multinational research team. The data was analysed abductively, using content analysis as a method. While the interviewed teacher educators could articulate many aspects of their own intercultural competences or the lack of them, the findings indicate that in musical diversity and teaching students from different musical backgrounds the teacher educators found it difficult to explain what kinds of intercultural competences their respective programmes provided for the students. Based on the findings, there is a need for a more holistic understanding of intercultural competences in music teacher education as well as how our institutions produce power. There is also a need for the teacher educators in the programmes to collaborate and discuss among each other in order to create “knowledge communities” and to move towards addressing intercultural issues.

scholarly journals A Return to Amateurism in Music Education

2019 ◽  
Vol 106 (1) ◽  
pp. 31-37
Author(s):  
John Kratus
Keyword(s):  
High School ◽  
Teacher Education ◽  
Twentieth Century ◽  
Music Education ◽  
Music Teachers ◽  
American Music ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Music Making ◽  
Large Ensembles

The future of American music education may be found in its past—a time when music teachers instilled lifelong amateur music-making in their students. There are differences between amateur and professional musicianship, and the focus of American music education shifted from amateurism to semiprofessionalism in the mid-twentieth century. An orientation toward semiprofessionalism makes little sense given the limited performance opportunities in large ensembles after high school and college. This article suggests a way back to nurturing amateurism and highlights two obstacles to this goal: the inflexibility of music teacher education and the profession’s reluctance to accept popular music. The article concludes with a narrative of what a world of amateur musicianship looks like.

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