Finding the Right Balance?
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For many years music education lecturers and researchers have debated what is the best model to use when training generalist primary teachers for the teaching of music in their classroom. There is universal agreement on the valuable role arts education (and specifically music) plays in the total education of the child. However, this statement appears to have little impact on decision makers when it comes to training primary generalists teachers to have a quality impact on arts/music education. Given that pre-service teachers must be equipped with the knowledge and skills to teach music in their future classrooms, how then do universities provide the necessary training in undergraduate programs when the time for arts/music training continues to be eroded? With the time made available how does one ensure efficient use of this time? What do students need to equip them to be able to teach music in their classroom? What is the balance needed between theoretical and practical knowledge and skills? This paper reports on data obtained via an email questionnaire to student teachers who had completed their one semester of music education in their first year of training, and had now completed a four-week practicum in schools in their second year of training.
Proceedings of the XXIXth annual conference: Music Education Research: Values and Initiatives:
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