Comparative music education in partnership: examining policy and provision of music in initial teacher education in Ireland and Northern Ireland

Abstract

ABSTRACT This article investigates policy and provision of music in initial teacher education (ITE) in Ireland and Northern Ireland through a novel approach to comparative music education in ITE. Employing literature reviews and a survey of music ITE policy and provision in the two jurisdictions, it draws on a range of primary and secondary sources and presents a summary of comparative findings from the MITE project, carried out between 2017-2018. Key similarities include corresponding provision for music in B.Ed. (primary) programmes; the residual influence of denominational institutions; and the dominance of consecutive over concurrent models of secondary music ITE. Among major differences charted are distinct models of provision for music instruction outside of schools, participation rates in secondary courses, and varying approaches to cultural diversity in statutory music curricula. The article advances an original framework for comparative research in music education which may provide a conduit and stimulus for future comparative studies in music teacher education. It proposes to enable networking opportunities across primary and secondary music ITE providers, within and beyond borders, and inform strategies for meeting common challenges for music ITE in prevailing policy contexts.