Deakin University

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Changing music landscapes: thinking on your feet and pressing on

conference contribution
posted on 2017-07-13, 00:00 authored by Dawn JosephDawn Joseph, L Kirkland
Pre-service and beginner music teachers require a solid understanding of content knowledge, pedagogy and pedagogical content knowledge before they start to teach music. In addition, they need to develop requisite skills, knowledge and understandings in regards to the curriculum and ways of teaching and learning whilst developing classroom management skills. This paper forms part of a wider research project Pre-service teacher attitudes and understandings of Music Education, focusing on the Master of Teaching (MTeach) ‘Teach for Australia’ program (2015-2017). After an eleven-week intensive course (November 2015-January 2016), the preservice teacher called an ‘associate’ was placed at a regional school in Victoria to teach music to secondary students at the start of 2016, completing the contract at the end of 2017. The associate has a salaried 0.8 teaching workload whist also completing a two-year MTeach course at a Metropolitan University in Melbourne. Using interview data and narrative methodology, this article presents some pertinent challenges, dilemmas and opportunities experienced by the associate whilst transitioning from ‘student identity to music teacher’ identity. The authors argue for better support systems to be in place when putting theory into practice as beginner teachers prepare to meet the Australian Professional Standards for Teachers. In a changing music landscape, learning to ‘think on your feet, looking after ‘self’ and ‘pressing on’ are key amidst the stress of first into second year of teaching. Generalizations in this study cannot be made to other pre-service or beginner music teachers, rather, lessons learnt may improve the experience and expectations for all concerned.



Australian Society fo Music Education


RMIT University, Building 13 (Emily McPherson)

Place of publication

Parkville, Melbourne

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Publication classification

E3.1 Extract of paper

Title of proceedings

ASME XXI Uniting Voices

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