Music Teacher Training in Europe

Introduction

Music teacher training in the countries of Europe is undergoing a process of considerable change. One reason for this is the Bologna Declaration of 1999 with its task of implementing structural reforms, but fundamental paradigm shifts in the field of educational theory, as reflected in the slogan "from teaching to learning", for instance, or in the call for lifelong learning are also contributory factors.

Within the meNet project, a working group set about the task of collecting information on music teacher training in 20 different European countries and then presenting it in a way that allows comparisons to be made. The principal aim of this task is to open channels of communication and use the data gathered to highlight the particular traditions of the various countries, their institutional characteristics and the opportunities and ideas that can be gained from this reservoir of examples. Each of the papers is structured in the same way and describes

  1. the background and organisation of music teacher training: its position in politics and institutions and the degree of distinction between the different school types and educational levels;
  2. the curriculum: the most important subject groups and the importance attached to them;
  3. learning and teaching approaches;
  4. examination and assessment: methods of assessment from conditions for university admission to final examinations;
  5. current and future challenges: opportunities, problems and questions that emerge from the dynamic development of music teacher training.

The focus is on music teacher training for which at least a course of studies in music is envisaged and which therefore requires specialist teachers. A generalised description of music teacher training in a particular country is as desirable as the encapsulation of the diversity within that country seemed difficult. This is why in some cases several examples are cited to demonstrate the range of variation, e.g. of the differing emphasis placed on subject groups at universities. The present documents should be regarded as the starting point for further discussion and comparison and as the basis for more in-depth communication. However, they must also be approached with an awareness of the danger of making hasty generalisations. Evaluation of the information within the project will begin in the dissemination phase.

This collection of information on music teacher training is closely related to the work done by other working groups in the meNet project. One particularly pertinent connection is with the results of the group that had the task of finding out what teachers of music should be able to do and what learning outcomes they can be expected to attain. These results represent the qualifications, so to speak, that music teachers should ideally possess, and against this background the actual situation as presented in these papers can be examined. It may be assumed that music teacher training in each of the countries cannot be fully understood until the conditions of music education at that country's schools, which are also described for the 20 countries, are taken into account as well.

A close relationship also exists between this collection of information and the examination of lifelong learning undertaken by another working group as part of this project. The question of whether and in what form a university degree course equips a student with the capacity for lifelong learning is a subject for further study.

The papers in this collection can serve as a source of assistance when help is needed for arguments in favour of placing sufficient importance on music teacher training and developing it responsibly. They can also serve as the basis for more in-depth discussions on the content of music teacher training and for adopting strong points and new ideas.

 

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