Music Teacher Educator Perspectives on Social Justice

2017 ◽  
Vol 65 (1) ◽  
pp. 6-24 ◽  
Author(s):  
Karen Salvador ◽  
Jacqueline Kelly-McHale
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Music Education ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Music Teacher ◽  
Future Research ◽  
Music Teacher Education ◽  
Students With Special Needs ◽  
School Music

Given the shifting demographics in American education, the rising likelihood of students with special needs being taught in inclusive classrooms, and the increasing openness with which students are challenging gender and sex norms, social justice has become a prevalent research topic in music education. This survey sought to investigate the perspectives of music teacher educators with regard to social justice, music education, and music teacher education. Many of the 361 respondents indicated engagement with social justice and shared methods for addressing social justice topics in music teacher education as well as describing limitations that prevented them from doing more. However, about 50% of respondents defined social justice in “difference-blind” terms. A further 10% to 15% of respondents rejected the need to address social justice topics in music teacher education, stated it was not their job, and/or described social justice as a waste of instructional time that should be spent on content. In contrast, 10% to 15% of respondents expressed a desire for assistance understanding more about social justice in school music settings and/or suggestions how to teach about social justice topics in undergraduate music teacher education. This article concludes with a discussion of these findings and suggestions for future research.

Values, Agency, and Identity in a Music Teacher Education Program

2021 ◽  
pp. 105708372110305
Author(s):  
Olivia Gail Tucker ◽  
Sean Robert Powell
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Identity Development ◽  
Music Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Music Teacher ◽  
Future Research ◽  
Music Teacher Education ◽  
Agency And Identity

Many view music teacher education as a locus for socially just transformation of music education through the development of preservice teacher agency and identity development. However, few have directly examined values in music teacher preparation programs, and values are implicit in agency. The purpose of this exploratory, intrinsic case study was to investigate the visible values in music education courses at one institution to add a new dimension to research and practice. We collected data from four instructor and five undergraduate participants through observations, interviews, and syllabus review. Themes of critical thinking, agency, student centeredness, positive teacher-student relationships, and skills and knowledge for teaching emerged from the data. Findings indicate that values may be relative in practice despite shared language among preservice teachers and music teacher educators. We provide guiding questions for program review and future research through the lens of values.

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.

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.

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 Visions for intercultural music teacher education in complex societies

2021 ◽  
pp. 1321103X2110324
Author(s):  
Heidi Westerlund ◽  
Sidsel Karlsen ◽  
Alexis Anja Kallio ◽  
Danielle Shannon Treacy ◽  
Laura Miettinen ◽  
...  
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Professional Learning ◽  
Large Scale ◽  
Music Teacher ◽  
Future Research ◽  
Music Teacher Education ◽  
Research Education ◽  
Intercultural Encounters ◽  
Intercultural Music

This article presents a synthesis of findings from a large-scale research project, the Global Visions Through Mobilizing Networks—Co-developing Intercultural Music Teacher Education in Finland, Israel and Nepal ( https://sites.uniarts.fi/web/globalvisions/home ), and conveys its theoretical and practical explorations and insights. By envisioning 21st-century music teacher education from the perspective of interculturality and through transnational collaboration, Global Visions has engaged with international societal changes and struggles related to the rising tides of xenophobia, populism, and social disharmony, by focusing on what happens at the boundaries, in dialogue, and in conflict when difference is encountered, experienced, and reflected upon. While the dominant culturalist view presents music as neutral and diversity as tied mainly to ethnicity, Global Visions has recognized, analyzed, exemplified, and increased understanding of the complex politics of diversity. Resulting in envisioned music teacher education programs as innovative game changers, the project has enhanced professional reflexivity through considering the responsibility and moral aspects of music teacher education. Six main focus areas of the project are presented with recommendations for future research and practice in music teacher education: (a) research education and research as intervention; (b) reflexivity and professional learning in intercultural encounters; (c) the capacity to aspire in music teacher education; (d) the development of intersectional praxis; (e) intercultural music education as a political engagement; and (f) transcultural professional development and international professionalization.

Supporting the Development of Agency in Music Teacher Education

2019 ◽  
Vol 29 (3) ◽  
pp. 24-36
Author(s):  
Olivia Gail Tucker
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Music Education ◽  
Music Teacher ◽  
Teacher Agency ◽  
Music Teacher Education ◽  
Local School ◽  
School Contexts ◽  
School Music ◽  
Teacher Education Research

The purpose of this article is to provide a framework for understanding and supporting the development of preservice teacher agency across undergraduate coursework and experiences. Emirbayer and Mische’s chordal triad represents a temporal-relational view of agency that may be used in facilitating class discussions and designing field experiences and curricula. In this article, I connect the three components of the framework, which are the iterative (past), practical-evaluative (present), and projective (future) dimensions of human agency, to music teacher education research and suggest how to incorporate findings to facilitate agentic action. These connections between the chordal triad of agency and music teacher education research may serve as starting points for needed inquiry into and the inclusion of agency in music teacher education. Greater agency may provide individual teachers with the means to expand, innovate, and modify school music education for more inclusive forms and practices in local school contexts.

scholarly journals Towards relational music teacher professionalism: Exploring intercultural competence through the experiences of two music teacher educators in Finland and Israel

2020 ◽  
pp. 1321103X2093639
Author(s):  
Laura Miettinen
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Intercultural Competence ◽  
Culturally Diverse ◽  
Process Model ◽  
Teacher Educators ◽  
Structured Interview ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Starting Point

This study explores the complexities that are involved in the development of intercultural competence in music teacher education by examining the accounts of two music teacher educators from Finland and Israel who work extensively in culturally diverse contexts. A semi-structured interview method was used in conducting the interviews. Deardorff’s categorisation of the process model for intercultural competence was used as a starting point for the data analysis. The findings suggest that considering intercultural competence within a broader framework of relational professionalism would deepen the understanding of the essential aspects of intercultural music teaching and learning. Seen from this perspective, it is important to acknowledge and identify both the capabilities of music education professionals and the relational and contextual aspects of culturally diverse educational settings. Both hold lessons when striving for a meaningful intercultural educational relationship. The study suggests that in order to enhance the conceptual and experiential understanding of the development of intercultural competence within relational professionalism in music teacher education, music teacher educators could share and discuss their own experiences of teaching in intercultural contexts with their colleagues and students. This can in turn lead to enhanced intercultural competence. The increased self-reflection through sharing and discussion can also make the development of reflexivity possible.

Standing in the Shadows of Mozart

2017 ◽  
Author(s):  
Deborah Bradley
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Social Justice ◽  
Music Education ◽  
Classical Music ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Public And Private ◽  
Post Secondary ◽  
Change In Higher Education

This chapter addresses the need for curricular change in higher education from a social justice perspective grounded in an antiracism discursive framework and focuses on music teacher education in large public and private university settings. After a brief discussion of the antiracism framework, I look at some of the historical and current impediments to change unique to music teacher education through a discussion of how those impediments may be reflective of a culture of whiteness in post-secondary institutions. Racial assumptions underlie classical music studies in higher education; those assumptions manifest themselves in our behaviors, educational processes, and educational products. The chapter concludes with several examples of program revisions in music education that have begun to address the types of changes necessary for developing pedagogies of social justice for music teacher education—to move music studies in higher education out of “the shadows of Mozart” and into the twenty-first century.

Considering Antiracism in Student Teacher Placement

2019 ◽  
Vol 28 (3) ◽  
pp. 58-71 ◽  
Author(s):  
Matthew C. Fiorentino
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Social Action ◽  
Teacher Educators ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Teacher Placement

Student teaching represents the culmination of a preservice music educator’s preparation. In student teaching, notions of the transformative potential of music education may be reinforced or subverted. The placement of student teachers, an underresearched process in music teacher education, may be a space where teacher educators can work toward racial justice. In this article, I explore critical antiracist theory in music teacher education in two fictionalized vignettes. I apply an antiracist lens to the process of student teacher placement to suggest ways to interrogate problematic policies and practices. Avenues for antiracist praxis include (a) naming the racialized nature of an institution’s professional network, (b) mapping the racial landscapes of prospective placements, (c) addressing issues of representation in student teacher placement, and (d) becoming race-power conscious. Through this article, I illustrate how antiracist theory might guide music teacher education toward social action by addressing issues related to racism, racial representation, and school segregation.

Music Teacher Education: Crossing Generational Borders

2012 ◽  
pp. 256-272
Author(s):  
Jody L. Kerchner ◽  
Carlos R. Abril
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
Community Music ◽  
Music Majors ◽  
Music Teacher Education ◽  
Developmental Theories

One challenge in the education of music teachers is helping them prepare to teach students beyond the traditional school years in a variety of settings. In so doing, music teacher educators should consider: (a) how they can prepare all music majors to engage with community adults through music; (b) how they can better prepare teachers to teach people of all ages in a diverse array of settings in and beyond schools; (c) how they might infuse a lifespan perspective in existing music education courses, from introduction to music education to methods and graduate courses in philosophy; (d) how community music can become a specialized track in music education, at the undergraduate and/or graduate levels; and (e) how they may incorporate additional resources (e.g., personnel, materials, field experience locations) to realize the aforementioned possibilities. This article considers adult characteristics and developmental theories in relation to a lifespan perspective in music teacher education programs.

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