Effectiveness of preservice music teacher education programs: perceptions of early-career music teachers

Effectiveness of preservice music teacher education programs: perceptions of early-career music teachers

[Abstract]: The quality of teaching in schools is directly linked to the quality of preservice preparation that
teachers receive. This is particularly important in the area of music teacher education, given the
unique challenges that classroom music teachers commonly face. This paper reports on research
designed to investigate the knowledge and skills that early-career music teachers perceive to be
necessary to function effectively in the classroom, and their perceptions of the effectiveness of
current teacher education programs in preparing them to teach secondary classroom music.
Questionnaires were completed by 76 secondary classroom music teachers in their first three years
of teaching in Queensland, Australia. Importance-Performance Analysis was used to determine
those areas of the preservice course that constituted a high priority for attention. The findings
suggest that preservice teachers need increased support in their development of pedagogical
content knowledge and skills, and non-pedagogical professional content knowledge and skills.
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.

Publisher's copyright requirements have been met.
Paper originally presented at the International Society of Music Education Conference, Tenerife, July 2004.