Abstract
The main aim of every teacher education programme is to educate competent teachers and to develop necessary professional qualities to ensure lifelong teaching careers for teachers. In various countries different traditions of educating teachers of music have been established following the traditions and needs of each country. The aim of this study is to present and generalise an overview of the most common models of music teacher education in Lithuania (with a focus on Lithuanian University of Educational Sciences) and other countries, so as to highlight the main features that might initiate discussion of critical issues in the context of music teacher education nationally and internationally. The article focuses on pedagogical study programmes of Music Education as well as on similarities and differences in their curricular. The research on models for teacher education in the best foreign higher education institutions creates conditions for adoption of the most successful international teacher education practices.
 Keywords: Initial music teacher education, teacher education curriculum, teacher education models, study programmes;
Highlights
Changing socio-cultural and economic context and its indetermination in future have influence on teacher education, which is required to meet the increasing need to solve issues of education of the society (Darling-Hammond et al, 2017)
Universities and colleges are more frequently invited to relate the content of higher education studies with future professional activity and to create study programmes based on competences
The aim of the study is to highlight the specific features of the development of music teacher education, delineating the situation in Lithuania, other countries and discussing perspective directions of this development
Summary
Changing socio-cultural and economic context and its indetermination in future have influence on teacher education, which is required to meet the increasing need to solve issues of education of the society (Darling-Hammond et al, 2017). According to Creese, Gonzalez and Isaacs (2016), most of the countries strive to combine both the development of personal qualities in students with overarching economic goals for the country. The main aim of every teacher education programme is to educate competent teachers and to develop necessary professional qualities to ensure lifelong teaching careers for teachers. Initial teacher education has been discussed from a wide range of perspectives, focusing on its structure and curriculum, on field experiences and coursework and the interplay between them, as well as on the learning experiences of student-teachers, argued that the structure of education is shaped by history, culture and economics, and increasingly dictated by politics. The music teacher education system has been analysed by a number of researchers (Groulx, 2016; Li, 2016; Menezes, 2015)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
