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Wilfrid Laurier University Faculty of  Music
June 25, 2016
Canadian Excellence

Widening the Boundaries of: Teacher Preparation and Classroom Practices in Music Education

The preparation for teachers for professional service in the music classroom is a matter for national consideration. Teacher education has been the topic of a number of papers, round table discussions, and posters during previous Pan Can symposia as well as in provincial conferences and journal publications. The quality and relevance of teacher education programs has been the subject of considerable previous research. However, this proposal uniquely focuses on music education. Research

Project Proposal: Educational Innovators, Music Teacher Preparation for the Music Classroom, K-Graduation.

Scope: Pan Canadian-undergraduate and certification degree programs

1a) Inventory

National snapshop of the requirements for certification to teach music by gathering data on the:

  • program (e.g., concurrent or consecutive/ number of years/hours of instruction, core requirements for BMus),
  • curriculum (philosophy/reading lists/assignments/teaching-learning strategies),
  • course instructors (tenured or sessional/TA’s)
  • practicum experiences (nature and length of practicum/music classroom/ practicums for elementary/role of host teachers).
  • Other requirements for certification

1b) Efficacy/Effectiveness of program

Survey sample of recent education graduates (in first 5-7 years of career) to discover:

  • to what degree they were prepared for their teaching positions,
  • in what areas did they feel that the certification program did not prepare them
  • how might teacher education better equip them for service, and,
  • what “best practices” did they experience in preservice that they have incorporated in their classrooms?

Part 2: Identify Innovative and Creative Teaching Practices

2a)  Create a data base (video clips/print material) of innovative and creative teaching practices gathered from K-12 classrooms from all regions of Canada to be made available on CMEA/ACME website as a national teaching resource.

2b) Undertake an analysis of these practices, to determine:

  • where the teacher learned the strategy,
  • why it was designed/implemented (i.e., what need motivated it or what was the inspiration behind it?),
  • to what degree did their teacher “training” equip them to teach in this way

Part 3: Develop and Pilot a “Canadian” Music Educator Profile (curriculum principles?)

  • Using information from the collected data in Part 1a and 1b, and the resources accumulated in Part 2, develop a profile for music teacher instruction that helps prepare prospective teachers for service in a wide variety of teaching situations.
  • Regional diversity of Canada represented, adaptability and flexibility would be built into the content.
  • Traditional programming, practices, and values that are “cherished “in music education not excluded