Abstract
This article describes policy and practice issues surrounding the training of intending music teachers in England. It tells of how there has been governmental regulation, and ministerial interference, in many aspects of this, from numbers entering the profession, to the nature of what is actually taught and learned in secondary school classrooms. Building on research evidence, it then goes on to describe how there are a number of aspects of teaching and learning which are contentious, and which can have an exclusory function. Finally, it suggests that an international audience may have much to learn from this situation.
Highlights
Este artículo toma la forma de un artículo de opinión del autor inglés y está escrito desde una perspectiva inglesa
Importante en cualquier consideración de lo que los educadores musicales en formación es la naturaleza del plan de estudios para el que se están preparando
In order to be able to teach in schools in England there is a complex set of pathways to become qualified to teach
Summary
In order to be able to teach in schools in England there is a complex set of pathways to become qualified to teach. [...] ‘education’ is all about transforming the mind so as to equip us for independent judgement and rational action; whereas ‘training’ should be directed towards practical skills for particular ends The positioning of these two words can be seen in the ways in which pre-service preparation in England is divided between being school-led, and university-led. As music graduates come from a wide range of undergraduate music programmes, including early music, music technology, performance studies, and musicology, to name but a few, the range of background knowledge, skills, competences, and understandings that students on a teacher training course encompass is very broad This does not mean that the PGCE is universally welcomed by policy makes. It is probably this attitude which led to the move to break up the previous system in the first instance
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