Abstract
AbstractIn the context of falling recruitment to Initial Teacher Education programmes in the UK, this article focuses on motivators and demotivators affecting undergraduate students’ attitudes towards training as a teacher and considers these under the broad headings of altruistic (such as wanting to share a love of the subject and working with young people) and pragmatic (stable career, regular salary, good holidays). A review of the literature suggests that there are differences between the US and the UK in terms of the extent to which students can develop an identity as a teacher during their formative undergraduate years. An online survey was distributed to undergraduates in UK higher education institutions, the results were related to the issues identified in the literature and the differences between genders examined. The results suggested that there was no single significant barrier to undergraduate students deciding to train as secondary music teachers, but that there are opportunities to increase the number of students developing an identity as a music teacher while studying for their undergraduate degrees, and some gender-specific issues which could be addressed.
Highlights
The number of students enrolling on Postgraduate Certificate in Education (PGCE) Secondary Music courses in England and Wales has fallen substantially in recent years (e.g. UK Government, 2019)
This article outlines an attempt to gather the thoughts and opinions of undergraduate music students at higher education institutions across England and Wales, with the aim of exploring why student applications have dropped for secondary music PGCE courses
This study suggests that undergraduate music students do not perceive any significant barriers to undertaking a PGCE in secondary music
Summary
The number of students enrolling on Postgraduate Certificate in Education (PGCE) Secondary (aged 11–18) Music courses in England and Wales has fallen substantially in recent years (e.g. UK Government, 2019). This is part of wider decline, with regular media stories in recent years about unfilled training places (Adams, 2019; Bloom, 2017; Mason, 2016; Richardson, 2017). There are factors complicating comparison between the constituent countries of the UK, such as differing GCSE requirements for entrants to secondary teacher training programmes between England and Wales – with England having slightly lower entry requirements (GCSE grade C in English language and mathematics, as opposed to grade B in Wales) – and higher financial incentives for students in England than Wales (Department for Education, 2017; Welsh Government, 2016). This article outlines an attempt to gather the thoughts and opinions of undergraduate music students at higher education institutions across England and Wales, with the aim of exploring why student applications have dropped for secondary music PGCE courses
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