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An Invisible Voice for Music: Regulatory Requirement Dictating the Provision of Music and the Arts in Initial Teacher Education

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Title: An Invisible Voice for Music: Regulatory Requirement Dictating the Provision of Music and the Arts in Initial Teacher Education
Language: English
Authors: David Forrest, Neryl Jeanneret
Source: Australian Journal of Music Education. 2023 55(2):60-65.
Availability: Australian Society for Music Education. P.O. Box 5, Parkville, Victoria 3052, Australia. Tel: +61-3-9925-7807; e-mail: publications@asme.edu.au; Web site: http://www.asme.edu.au
Peer Reviewed: Y
Page Count: 6
Publication Date: 2023
Document Type: Journal Articles
Reports - Evaluative
Education Level: Secondary Education
Elementary Education
Higher Education
Postsecondary Education
Descriptors: Music Teachers, Music Education, Teacher Education Programs, Secondary School Teachers, Foreign Countries, Teacher Qualifications, Elementary School Teachers, Art Teachers, Geographic Regions, Literacy Education, Numeracy, Undergraduate Study, Graduate Study, Pedagogical Content Knowledge, Teaching Methods, Learning Processes
Geographic Terms: Australia
ISSN: 0004-9484
Abstract: The paper explores the relationship between the regulatory requirements to be registered to teach and the provisions to meet these requirements in the initial teacher education programs in Australia. This is part of a broader study of the regulatory requirements for music and art teachers in primary and secondary schools in Australia, and only the music component will be reported in the paper. The statutory regulatory authorities (often referred to as teaching institutes) in each educational jurisdiction mandate the professional and academic requirements for registration to teach. These authorities outline the amount of study required to be registered to teach in primary and secondary schools across Australia. The actual requirements differ between the various States and Territories. To teach in primary schools a graduate is required to demonstrate an ability to cover the eight key learning areas (including the Arts) and specifically in literacy and numeracy. For teaching in secondary schools a graduate must evidence of successful study in two designated teaching areas (often across two learning areas). Across Australia, over the last decade there have been moves from undergraduate degrees in Education (with specialist/major studies) to undergraduate degrees followed by two-year Master of Teaching degrees. The registration authorities recognise both initial teacher education pathways into the profession. The universities have been regularly criticised for their reduced provision (and delivery) of specific discipline content in the initial teacher education programs, and continue to respond that they are delivering what is required by the registration requirements of the regulators. This ongoing response has resulted in significantly reduced time for areas such as Music, which is included in the broader Arts key learning area, with an expectation that a student will be exposed to a range of the disciplines in the Arts and not focus on one discipline. This continues to have a significant impact on teaching and learning in Music as well as the ability, confidence and preparation of future music educators.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1438656
Database: ERIC
FullText Links:
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  Data: An Invisible Voice for Music: Regulatory Requirement Dictating the Provision of Music and the Arts in Initial Teacher Education
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  Data: Australian Society for Music Education. P.O. Box 5, Parkville, Victoria 3052, Australia. Tel: +61-3-9925-7807; e-mail: publications@asme.edu.au; Web site: http://www.asme.edu.au
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  Data: The paper explores the relationship between the regulatory requirements to be registered to teach and the provisions to meet these requirements in the initial teacher education programs in Australia. This is part of a broader study of the regulatory requirements for music and art teachers in primary and secondary schools in Australia, and only the music component will be reported in the paper. The statutory regulatory authorities (often referred to as teaching institutes) in each educational jurisdiction mandate the professional and academic requirements for registration to teach. These authorities outline the amount of study required to be registered to teach in primary and secondary schools across Australia. The actual requirements differ between the various States and Territories. To teach in primary schools a graduate is required to demonstrate an ability to cover the eight key learning areas (including the Arts) and specifically in literacy and numeracy. For teaching in secondary schools a graduate must evidence of successful study in two designated teaching areas (often across two learning areas). Across Australia, over the last decade there have been moves from undergraduate degrees in Education (with specialist/major studies) to undergraduate degrees followed by two-year Master of Teaching degrees. The registration authorities recognise both initial teacher education pathways into the profession. The universities have been regularly criticised for their reduced provision (and delivery) of specific discipline content in the initial teacher education programs, and continue to respond that they are delivering what is required by the registration requirements of the regulators. This ongoing response has resulted in significantly reduced time for areas such as Music, which is included in the broader Arts key learning area, with an expectation that a student will be exposed to a range of the disciplines in the Arts and not focus on one discipline. This continues to have a significant impact on teaching and learning in Music as well as the ability, confidence and preparation of future music educators.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
        StartPage: 60
    Subjects:
      – SubjectFull: Music Teachers
        Type: general
      – SubjectFull: Music Education
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Teacher Qualifications
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Art Teachers
        Type: general
      – SubjectFull: Geographic Regions
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Numeracy
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      – SubjectFull: Undergraduate Study
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      – SubjectFull: Learning Processes
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      – SubjectFull: Australia
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      – TitleFull: An Invisible Voice for Music: Regulatory Requirement Dictating the Provision of Music and the Arts in Initial Teacher Education
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