Ballantyne, Julie (2007) Integration, contextualisation and continuity: three themes for the development of effective music teacher education programs. International Journal of Music Education, 25 (2). pp. 119-136.
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[Abstract]: This paper reports the findings of a study exploring early-career music teachers’ perceptions of the effectiveness of their pre-service teacher education programs 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 pre-service preparation. Findings suggest that pre-service teachers perceive a need for teacher education courses to be contextualised, integrated and allow for the continual development of knowledge and skills throughout their early years in schools. This research provides an empirical basis for reconceptualising 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.
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|Item Type:||Article (Commonwealth Reporting Category C)|
|Item Status:||Live Archive|
|Additional Information (displayed to public):||Author's final manuscript deposited in accordance with the publisher's copyright policy.|
|Depositing User:||Dr Julie Ballantyne|
|Faculty / Department / School:||Historic - Faculty of Education|
|Date Deposited:||11 Oct 2007 00:39|
|Last Modified:||02 Jul 2013 22:37|
|Uncontrolled Keywords:||early-career teachers, music education, praxis shock, pre-service preparation, teacher education|
|Fields of Research (FoR):||13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
19 Studies in Creative Arts and Writing > 1904 Performing Arts and Creative Writing > 190409 Musicology and Ethnomusicology
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