Identity formation in music teacher education: The role of the curriculum

2020 ◽  
pp. 025576142095221
Author(s):  
Marshall Haning
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Identity Formation ◽  
Teacher Identity ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
Music Teacher Education ◽  
Education Programs

The purpose of this descriptive quantitative research was to examine undergraduate music teacher education curricula in the context of professional identity formation and in comparison with teacher education curricula in other subjects. Comprehensive course listings for undergraduate degree programs in music teacher education, mathematics teacher education, and English teacher education were gathered from the official course catalogs of 16 higher education institutions. These data were coded and analyzed to determine the amount of coursework in each program devoted to developing pedagogical skills, subject-area content knowledge, and other skills. Results indicated that while the amount of content-focused and pedagogy-focused courses was relatively balanced in English and mathematics teacher education programs, music teacher education programs devoted a significantly larger proportion of the curriculum to content-based courses. While scholars have called on music teacher educators to prioritize the development of a teacher identity in undergraduate music education students, current music teacher education curricula may not be aligned with these recommendations.

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.

Educational Policy Reforms and the Politics of Music Teacher Education

2015 ◽  
pp. 77-90
Author(s):  
Gabriel Rusinek ◽  
José Luis Aróstegui
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Music Education ◽  
Higher Education Institutions ◽  
Compulsory Education ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
Policy Reforms ◽  
Music Teacher Education ◽  
The Impact

This chapter discusses the politics of music teacher education in relation to the major policies that transnational institutions are promoting virtually all over the world, in relation to national curricula reforms and in relation to the programs developed by higher education institutions. The first section copes with the impact of international organizations on the reforms of national curricula based on an economic rationale and on the shaping of a new role for music and arts education in schools. The second section discusses to what extent higher education institutions in charge of teacher education are assuming these curricular changes. The final section contends that music teacher education programs should consider three major issues to foster social justice: (1) the quality of programs from an educational perspective; (2) the demise of music education as part of compulsory education; and (3) the acknowledgment of politics in music education and music teacher education.

Results of A Questionnaire on Secondary Mathematics Teacher-Education Programs

1979 ◽  
Vol 72 (7) ◽  
pp. 530-536
Author(s):  
Cherie Adler Aviv ◽  
Thomas J. Cooney
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Mathematics Teacher ◽  
Teacher Education Program ◽  
Mathematics Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Status ◽  
Secondary Mathematics Teacher ◽  
Secondary Mathematics Teacher Education

The survey reported here was conducted for the purpose of obtaining information about the status of secondary school mathematics teacher-education programs. The dearth of information about teacher-education programs was emphasized in the NACOME report (1975). The NACOME report particularly pointed out that little evidence exists on activities oriented toward preparation of mathematics teachers. This report represents an attempt to provide such information. In reporting the results, questions will be identified that need to be asked in order to obtain a clearer picture of the dynamics of a teacher-education program. We regret that we did not ask these questions.

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