The analysis of music teacher education programmes in Lithuania and China

2018 ◽  
Vol 10 (1) ◽  
pp. 38
Author(s):  
Asta Rauduvaite ◽  
Yadian Du
Keyword(s):  
Teacher Education ◽  
Learning Outcomes ◽  
Music Teachers ◽  
Curriculum Study ◽  
Music Teacher ◽  
Successful Implementation ◽  
Music Teacher Education ◽  
Study Programme ◽  
Similarities And Differences ◽  
Intended Learning Outcomes

Study programmes that aim to educate music teachers have been undergoing a constant process of renewal, which is predetermined by various factors. The study programmes of music teacher education implemented in Lithuania have never been broadly analysed and compared to similar study programmes of music teacher education in China. Therefore, this study aimed to carry out an analysis of bachelor and master study programmes of music teacher education in Lithuania and China revealing their similarities and differences. The research study disclosed that the goals, intended learning outcomes, structure and curriculum of the two countries have similarities and differences, which are predetermined by philosophical aspects, humanistic ideas and national context of educational policies in both the countries. The study programmes aim to respond to needs of contemporary society, to develop competencies of music teachers, to establish conditions for successful implementation of the goals of study programmes and attainment of learning outcomes.   Keywords: Music teacher education, teacher education curriculum, study programme.  

Music Teacher Education in China

2018 ◽  
Vol 4 (8) ◽  
pp. 74-83
Author(s):  
Asta Rauduvaite
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Successful Implementation ◽  
Music Teacher Education ◽  
National Education ◽  
Study Programme ◽  
Education Study ◽  
The Right

The content of music teacher education study programmes is conditioned by the needs of the market economy and information society, higher education as a mass phenomenon, penetration of humanist ideas into the curricula and many other factors. The aim of these study programmes is to respond to the needs of society, develop the competencies of teacher education and establish the right conditions for successful implementation and to achieve the intended learning outcomes. The training of music teachers in China requires overall improvement in the level of music teacher training. The Ministry of National Education provides the curriculum for music teacher education as well as the guidelines for teaching compulsory courses for music teachers at general institutions and prestigious universities in China. This profession is important in professional courses and in the field of pedagogy; therefore, integrating the content of elective courses into professional courses could be more prolific and comprehensive. Keywords: Music teacher education, study programme, music education.

scholarly journals A Return to Amateurism in Music Education

2019 ◽  
Vol 106 (1) ◽  
pp. 31-37
Author(s):  
John Kratus
Keyword(s):  
High School ◽  
Teacher Education ◽  
Twentieth Century ◽  
Music Education ◽  
Music Teachers ◽  
American Music ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Music Making ◽  
Large Ensembles

The future of American music education may be found in its past—a time when music teachers instilled lifelong amateur music-making in their students. There are differences between amateur and professional musicianship, and the focus of American music education shifted from amateurism to semiprofessionalism in the mid-twentieth century. An orientation toward semiprofessionalism makes little sense given the limited performance opportunities in large ensembles after high school and college. This article suggests a way back to nurturing amateurism and highlights two obstacles to this goal: the inflexibility of music teacher education and the profession’s reluctance to accept popular music. The article concludes with a narrative of what a world of amateur musicianship looks like.

scholarly journals Educating music teachers in the new millennium: Current models and new developments

2018 ◽  
Vol 8 (3) ◽  
pp. 101-114
Author(s):  
Jolanta Lasauskiene ◽  
Yuqing Yang
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Music Teachers ◽  
Education Programme ◽  
Music Teacher ◽  
Education Curriculum ◽  
Music Teacher Education ◽  
New Developments ◽  
Critical Issues ◽  
International Teacher

The main aim of every teacher education programme is to educate competent teachers and to develop necessary professional qualities to ensure lifelong teaching careers for teachers. In various countries different traditions of educating teachers of music have been established following the traditions and needs of each country. The aim of this study is to present and generalise an overview of the most common models of music teacher education in Lithuania (with a focus on Lithuanian University of Educational Sciences) and other countries, so as to highlight the main features that might initiate discussion of critical issues in the context of music teacher education nationally and internationally. The article focuses on pedagogical study programmes of Music Education as well as on similarities and differences in their curricular. The research on models for teacher education in the best foreign higher education institutions creates conditions for adoption of the most successful international teacher education practices. Keywords: Initial music teacher education, teacher education curriculum, teacher education models, study programmes;

scholarly journals Care as technology for exclusion

2021 ◽  
Vol 2 (2) ◽  
pp. 58-73
Author(s):  
Monica Lindgren ◽  
Ragnhild Sandberg-Jurström ◽  
Olle Zandén
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Discursive Practice ◽  
Music Teacher Education ◽  
Admission Tests ◽  
Stimulated Recall ◽  
The Future ◽  
Good For

In this article, we explore and problematise admission tests to specialist music teacher education in Sweden from a governing perspective, where higher music education is considered a discursive practice. It illustrates how power operates in legitimating the tests. The study uses stimulated recall in jury members’ talk about assessing applicants for music teacher education programmes, and uses Foucault’s concept of governmentality to reveal entrance tests as something regarded as generally good for all. This operating discourse is built on governmental rationality and processes that make it possible to reach conclusions about the applicants’ personalities and prospects for learning and developing in the future. Through care as technology of power, failing applicants are excluded from becoming music teachers and at the same time they are rescued from struggling in the future. The results are discussed in relation to issues of democratic music education, ethics and requirements for widened access to higher music education.

(RE)CONSTRUCTION OF STUDENT MUSIC TEACHER IDENTITY

2018 ◽  
Vol 1 ◽  
pp. 306-316
Author(s):  
Jolanta Lasauskiene
Keyword(s):  
Teacher Education ◽  
Identity Development ◽  
Professional Identity ◽  
Teacher Identity ◽  
Professional Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Professional Activity ◽  
Music Teacher Education ◽  
Music Teacher Identity

The professional identity of music teacher represents the essence of this profession. Improving the programmes of music teacher education and deciding how to (re)construct the professional identity of prospective music teachers, it is important to discuss what contextual factors can have an impact on the development of music teacher identity and what possibilities of its (self-) development are available at university. A better understanding of the role-identity of teachers at various stages of their careers could enhance the conceptions of study programmes in music teacher education. The article analyses and discusses the conception of music teacher identities, substantiates its peculiarities during pre-service training, points out the most important characteristics for the successful professional activity of the music teacher. The research presented in the article focuses on professional identity development of 30 university music students (15 Lithuanian and 15 foreign) at Lithuanian University of Educational Sciences (Music Education). The method of focus group interview was used in this study.The research results show that the student music teachers have developed a distinctive attitude towards the professional education in universities and their own expectations. Suggestions for practice and further research are also provided.

Developing and renewing music teacher competences: prospects and challenges

2018 ◽  
Vol 4 (8) ◽  
pp. 225-233
Author(s):  
Jolanta Lasauskiene
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Continuous Improvement ◽  
Music Teachers ◽  
Music Teacher ◽  
Professional Activity ◽  
Music Teacher Education ◽  
Teacher Competences ◽  
Service Music ◽  
And Training

The topic of music teacher education and training raises many issues for discussion. The purpose of the present study was to analyse the approach of pre-service music education teachers towards their professional activity and to discuss their expectations within the context of the competence-based education. Thirty four students (international and national), all pre-service music teachers studying in Lithuanian University of Educational Sciences, were included. The results indicated that generally the expectations of students were (more or less) in line with the principles of the competence-based initial music teacher education. Prospective music teachers describe their professional activity as broad and multidimensional but they also emphasise the importance of personal and ethnic values, implementation of general, subject-specific and professional competences and continuous improvement. It has been revealed that in music education it is particularly important to combine orientation towards pedagogical activities with orientation towards the spread of the learner’s personality. Keywords: Competence-based education, music teacher education, competences, student’s expectations, Lithuania.

Preparing Preservice Music Teachers to Teach in PreK Settings through the Use of Service Learning

2018 ◽  
Vol 105 (1) ◽  
pp. 28-32
Author(s):  
Roy M. Legette
Keyword(s):  
Teacher Education ◽  
Service Learning ◽  
Music Teachers ◽  
Field Experiences ◽  
Student Growth ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
Music Teacher Education ◽  
Education Programs ◽  
Teachers Perceptions

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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