How prepared are they? An investigation into the efficacy of undergraduate music teacher preparation programs
Date
2010
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Publisher
University of Delaware
Abstract
The purpose of this study was to compare and contrast music teacher preparation programs across the United States. Demographic and curricular information about fifty-one schools in each of the nine regions (N=51) established by National Association of Schools of Music was collected. These data were compared to each other and to the requirements set forth by NASM. Questionnaires were completed by music education faculty of those schools and compared to questionnaires completed by music education alumni of each of those schools. Data were analyzed both qualitatively and quantitatively to determine the most important components of an undergraduate music teacher preparation program. Results of this study indicate that music teacher preparation programs have many of the same requirements and courses as they did 100 years ago. Curricular change needs to occur in order for music teaching to meet the needs of a 21st century society. Suggestions for improvement to music teacher preparation programs are that: (a) music faculty engage in serious discussion about the state of the music education degree program; (b) more time be allotted in the degree program for those courses music teachers find to be the most useful in the field, and (c) field experiences be based in authentic contexts such as those of held in professional development partnerships.