Reconceptualising Preservice Teacher Education Courses for Music Teachers: The Importance of Pedagogical Content Knowledge and Skills and Professional Knowledge and Skills

No Thumbnail Available
File version
Author(s)
Ballantyne, Julie
Griffith University Author(s)
Primary Supervisor
Other Supervisors
Editor(s)
Date
2006
Size
File type(s)
Location
License
Abstract

This paper explores the perceptions of early-career music teachers regarding the effectiveness of their preservice preparation. Findings suggest that early-career music teachers' perceptions of effective preparation contrast with their experiences in preservice education, and that their perceptions of a practical course are not reflected in the design of courses in Queensland. Whilst early-career teachers recommend a course that focuses on pedagogical content knowledge and skills and professional knowledge and skills, many courses focus predominantly on general education knowledge and skills and music knowledge and skills. Analysis of interviews suggests that a course that integrates these traditionally separate areas of preservice education, as well as contextualising learning in terms of the realistic roles of music teachers, may prepare preservice teachers more effectively for their future roles.

Journal Title
Research Studies in Music Education
Conference Title
Book Title
Edition
Volume
26
Issue
1
Thesis Type
Degree Program
School
Publisher link
Patent number
Funder(s)
Grant identifier(s)
Rights Statement
Rights Statement
Item Access Status
Note
Access the data
Related item(s)
Subject
Education not elsewhere classified
Other Education
Performing Arts and Creative Writing
Persistent link to this record
Citation
Collections