Integration, contextualisation and continuity: three themes for the development of effective music teacher education programs

Article

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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Article Title	Integration, contextualisation and continuity: three themes for the development of effective music teacher education programs
ERA Journal ID	9994
Article Category	Article
Author	Ballantyne, Julie
Journal Title	International Journal of Music Education
Journal Citation	25 (2), pp. 119-136
Year	2007
ISSN	0255-7614
	1448-3238
	1744-795X
Web Address (URL)	http://ijm.sagepub.com/content/vol25/issue2/
Abstract	[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.
Keywords	early-career teachers, music education, praxis shock, pre-service preparation, teacher education
ANZSRC Field of Research 2020	390307. Teacher education and professional development of educators
	360306. Musicology and ethnomusicology
Public Notes	File reproduced in accordance with the copyright policy of the publisher/author.
Byline Affiliations	Australian Catholic University

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