Integration, contextualization and continuity: three themes for the development of effective music teacher education programmes

Abstract

This article reports the findings of a study exploring early-career music teachers' perceptions of the effectiveness of their pre-service teacher education programmes 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 preservice preparation. Findings suggest that pre-service teachers perceive a need for teacher education courses to be contextualized, integrated and allow for the continual development of knowledge and skills throughout their early years in schools. This research provides an empirical basis for reconceptualizing 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.