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

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.

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.

Historians, Archivists, and Museum Educators as Teacher Educators: Mentoring Preservice History Teachers at Cultural Institutes

2020 ◽  
Vol 72 (1) ◽  
pp. 113-125 ◽  
Author(s):  
Timothy Patterson
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Teacher Educators ◽  
Preservice Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
History Teachers ◽  
Educative Mentoring ◽  
Museum Educators

A relatively new phenomenon in teacher education involves preservice history teachers conducting fieldwork in museums, archives, and other cultural institutes. However, researchers have yet to generate understandings supported by empirical observations of the inner workings of such fieldwork experiences. Using interviews, observations, and artifacts, this article analyzes the pedagogies historians, archivists, and museum educators use when adopting the role of teacher educators. Findings offer possibilities for a collaborative and site-based structure of teacher education, running contrary to traditional models. Important to the development of preservice history teachers, mentors at cultural institutes conceptualize their work through an inquiry lens, growing intuitively out of their work as disciplinary experts. In addition, educative mentoring, while typically conceived of as a classroom-based method, was observed in practice at cultural institutes. This article concludes by offering suggestions for applying principles from this model to existing preservice teacher education programs.

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.

scholarly journals Challenges in Implementing STEM Education and Role of Teacher Education Programs in Mitigating these Challenges

2020 ◽  
Vol 5 (2) ◽  
pp. 123-137
Author(s):  
Abdul Nasir Kiazai ◽  
Naila Siddiqua ◽  
Zarina Waheed
Keyword(s):  
Teacher Education ◽  
Stem Education ◽  
Teacher Educators ◽  
Sampling Technique ◽  
Teacher Education Programs ◽  
Quantitative Methodology ◽  
Education Programs ◽  
Stem Instruction ◽  
And Mathematics

STEM instruction is an incorporated methodology that consolidates science, technology, engineering, and mathematics education. This study aimed at finding expected challenges in implementing STEM education and role of teacher education programs in mitigating possible challenges in implementing STEM education in Baluchistan. To achieve the objectives, quantitative methodology was used. Sample was selected using judgmental convenience sampling technique.  The sample of the study consisted of, 202 pre-service teacher educators from three public universities of Quetta. The data was analyzed using descriptive statistics including frequencies and percentage. The findings indicated that although the implementation of integrated STEM education in Baluchistan may face challenges, the role of teacher education programs in mitigating these challenges is significant.

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: 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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