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.

Building a Broad View of Technology in Music Teacher Education

2017 ◽  
pp. 122-128
Author(s):  
Heidi Partti
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Teaching And Learning ◽  
Holistic Approach ◽  
Music Teacher ◽  
Music Teaching ◽  
Music Teacher Education ◽  
Use Of Technology ◽  
Musical Practices ◽  
Collaborative Skills

In addition to innovative policy schemes, program visions, and curricular changes, the transformation of the school classroom necessitates also the development of teacher education. Inspired by the Core Perspective chapters in this section of the handbook, this chapter discusses issues related to the use of technology in supporting the cultivation of creative and collaborative skills in music teaching, particularly from the viewpoint of music teacher education. The chapter argues that there is a gap between the potential that technology could provide for music teaching and learning processes and the cultivation of this potential in schools. To bridge this gap, a holistic approach to technology and its use in music education is required. According to this approach, technology is viewed as a powerful way to facilitate more possibilities to participate in different musical practices and to use musical imagination.

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.

Intergenerational music teaching and learning among preservice music teachers and senior adult musicians

2021 ◽  
pp. 1321103X2097754
Author(s):  
Samuel Tsugawa
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Teaching And Learning ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Teaching ◽  
Music Teacher Education ◽  
New Horizons ◽  
Senior Adult ◽  
Senior Adult Musicians

The purpose of this study was to examine the intergenerational interactions between preservice music teachers and senior adult musicians engaged in music teaching and learning in a New Horizons ensemble within one university’s music teacher preparation program. This intrinsic qualitative case study included written reflections and observational data of 16 current undergraduate music education students and verbatim interview transcripts of 5 current and former students serving as teaching assistants who taught and conducted their university’s New Horizons ensemble. Findings distilled from the data included (a) how younger-aged preservice music teachers responded to generational differences while learning how to interact with senior adult musicians, (b) the pedagogical content knowledge (PCK) learned and developed by participants as a result of teaching in a New Horizons ensemble, and (c) the connections made by participants teaching senior adults to their future careers as professional music educators. Future discussion and directions from this study highlight emerging connections of research between adult and community music settings and music teacher education. Implications include (a) how to create best practices so that the missions and objectives of both music teacher education programs and cooperating community adult ensembles support and enhance each other, (b) fostering outcomes that prepare music education majors for experiences in adult music education, and (c) reimagining New Horizons and music teacher education partnerships that result in more national, racial, cultural, and musical diversity and inclusion.

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.

Naming Moral-Political Discourses in Music Education: A Philosophical Investigation

2021 ◽  
pp. 002242942110199
Author(s):  
Lauren Kapalka Richerme
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Music Educators ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Political Discourses ◽  
Political Beliefs ◽  
Balanced Approach ◽  
Nurturant Parent ◽  
Main Ideas

Given the contemporary polarized political landscape and the elective nature of much music teaching and learning, it is important that music educators understand how they reinforce or undermine stakeholders’ political beliefs. The purpose of this inquiry is to investigate alignment between Lakoff’s moral-political metaphors and Allsup’s main ideas and to consider the value of certain moral-political discourses for music education. I demonstrate that Allsup favors concepts that align with Lakoff’s liberal nurturant-parent metaphor, while his ideas work in tension with the conservative strict-parent metaphor. When conservative moral discourse goes unacknowledged, discussions about what kind of ethics should inform music education get misrecognized as arguments about whether ethical concerns should inform music education. I also examine the potential implications of practices aligning with music educators’ individual moral-political beliefs, a community’s moral-political preferences, or a balanced approach to the two metaphors. Yet, nurturant-parent values and associated practices often remain unarticulated and peripheral in music teacher education. I propose that music educators might name the role that conservative ethics play within the profession, provide increased attention to practices aligning with the nurturant-parent moral-political metaphor, and experiment with discourse and actions not directly invoking either moral-political metaphor.

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.

Sign in / Sign up

Export Citation Format

Share Document