Hostname: page-component-6bf8c574d5-w79xw Total loading time: 0 Render date: 2025-02-25T11:12:22.930Z Has data issue: false hasContentIssue false
  • English
  • Français

Music Teacher Education: New Directions

Published online by Cambridge University Press:  18 December 2008

Betty Hanley
Get access Rights & Permissions [Opens in a new window]

Abstract

Research about the delivery of music teacher education programs indicates a number of areas which should be addressed. The report below describes innovative practice in an advanced elementary methods course at the University of Victoria, British Columbia. In Music Education 306, theory and practice were connected through student-directed discussions of foundation issues; the development of personal musical competencies; observation, teaching in the schools, and reflection on practice; the challenge to examine issues critically; and student involvement in the planning of their own learning and assessment. Excerpts from student reflections illustrate some of the learning which occurred.

Type
Research Article
Information
British Journal of Music Education , Volume 10 , Issue 1 , March 1993 , pp. 9 - 21
Copyright
Copyright © Cambridge University Press 1993

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Andrews, B. W. (1991) Re-shaping music teacher education for the 1990s. The Recorder, 33 (4), 129–32.Google Scholar
Boardman, E. (Ed.) (1989) Dimensions of Musical Thinking. Reston, VA: Music Educators National Conference.Google Scholar
Dillon, J. T. (1988) Questioning and Teaching: A Manual of Practice. New York: Teachers College Press.Google Scholar
Elliott, D. (1990) Music as culture: Toward a multicultural concept of arts education. Journal of Aesthetic Education, 24 (1), 147–66.CrossRefGoogle Scholar
Gantly, N. T. (1989) The Uplands Project: A contextualist approach to teacher education. Canadian Journal of Research in Music Education, 31 (1), 81–99.Google Scholar
Grimmet, P. P. & Erickson, G. L. (Eds) (1988) Reflection in Teacher Education. New York: Teachers College Press.Google Scholar
Jorgensen, E. R. (1990) Philosophy and the music teacher. Music Educators Journal, 76 (5), 17–23.Google Scholar
Monsour, S. (1991) The preparation of general music teachers. Journal of Music Teacher Education, 1 (1), 12–20.CrossRefGoogle Scholar
Reimer, B. (1991) Characteristics of aesthetic education. Journal of Aesthetic Education, 25 (3), 193–214.Google Scholar
Reimer, B. (1992) An agenda for music teacher education: Part II. Journal of Music Teacher Education, 1 (2), 5–11.CrossRefGoogle Scholar
Russell, T., Munby, H., Spafford, C. & Johnston, P. (1988) Learning the professional knowledge of teaching: Metaphors, puzzles, and the theory-practice relationship. In Grimmett, P. P. & Erickson, G. L. (Eds), Reflection in Teacher Education (67–90). New York: Teachers College Press.Google Scholar
Swanwick, K. (1988) Music, Mind, and Education. London: Routledge.Google Scholar
Zessoules, R. & Gardner, H. (1991) Authentic assessment: Beyond the buzzword and into the classroom. In Perrone, V. (Ed.), Expanding Student Assessment (47–71). Alexandria, VA: Association for Supervision and Curriculum Development.Google Scholar