Perceptions of Course Value and Issues of Specialization in Undergraduate Music Teacher Education Curricula

Abstract

Music educators ( n = 601) responded to a survey designed to investigate what undergraduate music education curricular changes might be desired to better serve the profession. Participants rated the value of the 20 most common types of courses in a music teacher education program. The highest rated courses were student teaching, ensembles, applied lessons, conducting, early field experiences, aural theory, and music theory, and the lowest rated were education courses and educational psychology. A content analysis of the data revealed common themes from participant-supplied course recommendations: technical skills, effective teaching, administrative skills, engaging in schools, support for career specialization, and preparation for a broader range of careers. The finding that approximately 83% of participants taught outside their area of specialization during their career supports recommendations to ensure at least fundamental preparation for more than one career track.