Who Isn’t a Special Learner? A Survey of How Music Teacher Education Programs Prepare Future Educators to Work With Exceptional Populations

Teacher education programs have long recognized field experience as an essential part of the professional development of aspiring teachers. While much attention has been given to providing preservice music teachers with rich and varied field experiences in grades K through 12, experiences in prekindergarten field settings are much less common. This article discusses the need for preK field experiences in music teacher education programs, the value of service learning as an integral part of these experiences, and preservice music teachers’ perceptions regarding their experiences in a prekindergarten service-learning practicum. While the challenges of service learning are acknowledged, its capability of promoting student growth while providing service to the community is underscored.

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The Craftsmanship that Disappeared? Investigating the Role of the Principal Instrument in Music Teacher Education Programs

Higher Education as Context for Music Pedagogy Research ◽

10.23865/noasp.119.ch3 ◽

2021 ◽

pp. 65-94

Author(s):

Fritz Flåmo Eidsvaag ◽

Elin Angelo

Keyword(s):

Teacher Education ◽

Deep Learning ◽

Teacher Educators ◽

Music Teacher ◽

Teacher Education Programs ◽

Music Teacher Education ◽

Education Programs ◽

Compulsory Schools ◽

Role Of The Principal

This chapter investigates the role of the principal instrument in music teacher education programs that qualify people to teach music in Norwegian compulsory schools. The data material for the study is the mapping of 12 music teacher education institutions and the reflection notes from six music teacher educators. The theoretical premises for the paper are Aristotle’s concept of techné and Fullan’s description of deep learning. Techné concerns both technical skills and artistic sensitivity, and this combination provides a framework in which to discuss the educators’ reflections about the principal instrument in music teacher education in relation to deep learning, which entails commitment, perseverance, and the learner as a whole human being. This chapter leans on previous studies on music teacher education and the new curriculum for Norwegian compulsory schools, and the concluding remarks point to new perspectives that are needed to evolve music teacher education, concerning both the subject of music and what skills and types of knowledge music teachers should ideally have.

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

International Journal of Music Education ◽

10.1177/0255761420952215 ◽

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.

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The Discursive Terms of Music/Teacher Education at Four Higher Educational Institutions

Higher Education as Context for Music Pedagogy Research ◽

10.23865/noasp.119.ch14 ◽

2021 ◽

pp. 351-385

Author(s):

Elin Angelo ◽

Jens Knigge ◽

Morten Sæther ◽

Wenche Waagen

Keyword(s):

Teacher Education ◽

Music Teacher ◽

Educational Institutions ◽

Teacher Education Programs ◽

Music Teaching ◽

Music Pedagogy ◽

Music Teacher Education ◽

Education Programs ◽

Diverse Communities ◽

The One

In this chapter, we examine how music/teacher education is represented on the websites of four Norwegian institutions that offer diverse kinds of music/teacher education at the BA, MA, and PhD levels and that offer qualifications for all types of music teaching professions in Norway. These four cases serve as examples of the main traditions of music/teacher educations in the Nordic area, with distinctive differences in their notions of music, pedagogy, professional orientation, and research. The analysis is theoretically grounded in Foucault’s concepts of power/knowledge and governmentality. The findings suggest, on the one hand, considerable variations among the institutions and, on the other hand, similarities in how the representations operate in a range of steering techniques in the ways that these education programs, orientations, groups, and individuals are portrayed. The concluding discussion questions the power/knowledge constructions that provide authority to the dominating discourses, critically pointing to some effects that diverse representations might have for positions, ambitions, and individuals. Getting the diverse communities of music/teacher educations to communicate seems imperative to evolve more reflexive, conscious, and participative music/teacher education programs in the 21st century.

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

Journal of Music Teacher Education ◽

10.1177/1057083720984365 ◽

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.

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Educational Policy Reforms and the Politics of Music Teacher Education

The Oxford Handbook of Social Justice in Music Education ◽

10.1093/oxfordhb/9780199356157.013.7 ◽

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.

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Interrogating intercultural competence through a “pedagogy of interruption”: A metasynthesis of intercultural outreach projects in music teacher education

Research Studies in Music Education ◽

10.1177/1321103x211026007 ◽

2021 ◽

pp. 1321103X2110260

Author(s):

Heidi Westerlund ◽

Alexis Anja Kallio ◽

Sidsel Karlsen

Keyword(s):

Teacher Education ◽

Intercultural Competence ◽

Contemporary Music ◽

Music Teacher ◽

The Political ◽

Teacher Education Programs ◽

Teacher Competence ◽

Music Teacher Education ◽

Relational Work ◽

Professional Self

Highlighting the need for teacher education programs to respond to rapidly diversifying societies, this article reports a qualitative metasynthesis of intercultural outreach projects in music teacher education, conceptualizing these projects as a “pedagogy of interruption.” Results show that such outreach projects interrupt the individualistic frame of music teacher education, the known difference, the logic of teaching, and the understanding of what intercultural teacher competence is, rather moving toward letting the context teach. The complex relational work involved in intercultural outreach projects can be seen to establish spaces for framing learning within professional self-reflexivity, embracing uncertainty and trusting relational becomings through an investment in the political and moral aspects of teacher education and intercultural theorization. The article argues that intercultural outreach projects and theorization can be taken as a healthy test for contemporary music teacher education to rethink what competence and its own education is for in the 21st Century.

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