Integration, Contextualisation and Continuity: Three themes for the development of effective music teacher education programmes
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This article reports the findings of a study exploring early-career music teachers' perceptions of the effectiveness of their pre-service teacher education programmes in Queensland, Australia. It also explores influences impacting upon early-career music teachers' perceptions of effectiveness and early-career music teachers' perceived needs in relation to their preservice preparation. Findings suggest that pre-service teachers perceive a need for teacher education courses to be contextualized, integrated and allow for the continual development of knowledge and skills throughout their early years in schools. This research provides an empirical basis for reconceptualizing music teacher education courses and raises important issues that music teacher educators need to address in order to ensure that graduates are adequately prepared for classroom music teaching.
International Journal of Music Education
© 2007 SAGE Publications. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.