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.

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 Professional reflexivity and the paradox of freedom: Negotiating professional boundaries in a Jewish Ultra-Orthodox female music teacher education programme

2021 ◽  
pp. 025576142198892
Author(s):  
Heidi Westerlund ◽  
Sidsel Karlsen ◽  
Alexis Kallio
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Teacher Education Programme ◽  
Professional Boundaries ◽  
Instrumental Case Study ◽  
Jewish Music ◽  
Cultural Boundaries

Embracing an ethos of sharing music and practices across cultural boundaries, the multicultural vision of music (teacher) education has paid scarce attention to the paradox of freedom that arises between such freedoms and the complex politics that frame and constrain teachers’ choices and values. In this article, we explore these demands of professional reflexivity through an instrumental case study of music teacher educators working in an all-female, Ultra-Orthodox Jewish music teacher education programme in Israel. Through a thematic analysis of data generated together with six teacher educators, we illustrate how their context-responsive approaches to developing programme visions engage with processes of censorship and cultural translation, as teachers work to align their professional boundaries within established religious boundaries. This boundary-matching and hybridity required may be seen to result in intense processes of professional reflexivity that raises questions as to how all teacher education programme visions might engage with the moral order of a society and highlights the need for international music teacher education to develop a critical, reflexive awareness of how values shape professional work.

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.

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.

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.

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 “I Do Belong Here”: Identity Perceptions of Postgraduate Music Education Majors

2019 ◽  
Vol 29 (1) ◽  
pp. 56-70
Author(s):  
Crystal Sieger
Keyword(s):  
Identity Development ◽  
Music Education ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Music Teacher ◽  
Music Teacher Identity ◽  
Group Interviews ◽  
Axial Coding ◽  
Music Education Majors

Students choosing to enter the music teaching profession after having already obtained undergraduate degrees in other music fields may experience unique forms of socialization and teacher identity development. Participants were four students enrolled in a 3-year master’s program with a music teacher licensure component. Through individual and focus group interviews, participants shared their perspectives on program experiences, course elements, and interactions with peers and professors as important influences on their developing music teacher identity. I examined the data for emerging patterns and applied open and axial coding to the most prominent responses, resulting in themes centered on participants’ socialization experiences, desire for independence, need for self-justification, and “outsider” status among peers. To combat lack of peer recognition or support, participants developed strong, collaborative relations with each other. Implications for music teacher educators are considered.

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