Music Teacher Training in Northern Ireland

I. Background / Organisation

There are several different bodies involved in the various stages of professional development for teachers in Northern Ireland, although a Review of Public Administration (2005) has suggested concentrating control within a single Education Authority. The bodies are The Department of Education (DENI), the General Teaching Council (GTC) for Northern Ireland, the Education and Training Inspectorate (ETI), Education and Library Boards (ELBs) and the Curriculum Advisory and Support Services (CASS).

There are separate Music teacher training courses in Northern Ireland for those teaching in Primary Schools (children aged 4-11 years of age) and Secondary School (children aged 11-18). Traditionally, the universities have exercised academic autonomy over the nature of teacher training courses provided for secondary teachers, although courses must incorporate certain stipulations of the Secondary Teachers’ Registration Council. The state Department of Education determined the nature of the primary teacher training courses and teaching practice in the Colleges of Education until 1974. Since then, primary teacher education has been validated by universities who work in conjunction with the colleges. Initial teacher education courses rely on support from local schools in providing school experience for trainees, however, partnership arrangements are voluntary and the schools are not provided with any funds for this work.

Teachers in primary schools are most often generalists who may have limited personal music skills and little music teaching experience since the generalist teacher training courses necessarily cover all subjects and leave a limited time for music and music pedagogy. There are two routes possible for qualifying as a primary school teacher: to study for a Bachelor degree for 3 years and then complete a Postgraduate Certificate in Education (PGCE) one year teacher training course or to study for a 4-year Bachelor of Education (BEd) qualification. The BEd course is available at Stranmillis University College and at St Mary’s University College which are part of Queen’s University Belfast. There are one year PGCE primary courses at the University of Ulster, at Stranmillis University College (which specialises in Early Years) and at St Mary’s University College (for primary level teaching in Irish Medium Education schools).

Those wishing to teach music at secondary level complete a 3 year Bachelor course which focuses upon or includes Music, Music Technology or Ethnomusicology either as a solo degree or in with a second subject. There is only one teacher training course for secondary music teachers in the province, at The University of Ulster. However, this university, in partnership with St Mary’s University College, Queen’s University Belfast, also offers a one year PGCE course to students interested in becoming teachers in Irish Medium secondary education. On completion of the course, these trainees are awarded a Certificate in Bilingual Education in addition to their PGCE qualification. Music students on this route follow the same PGCE course as others but also complete additional elements in the area of bilingual/immersion education.

For many years now, there has been an ongoing major review of teacher education. A conference “Teacher Education in a Climate of Change” of April 2005, hosted by the Department for Employment and Learning, along with the Department of Education, was important in continuing discussion and debate about future changes facing the education sector and how to ensure the profession was best placed to cope with these. Following the conference, the departments jointly commissioned five studies focussed on:

· demographic trends, the costs of Initial Teacher Education (ITE), and the use of the ITE estate;

· the potential impact of the proposed new curriculum, of e-learning and of the longer-term effects of the post-primary review on teacher education;

· the appropriateness of the teacher competence model including the balance between in-Higher Education Institution (HEI) and in-school training in both Postgraduate Certificate of Education (PGCE) and Bachelor of Education (BEd) courses, and the relevance, effectiveness and value for money of the support provided to beginning teachers during early professional development;

· the effects of ITE of existing diversification; and

· coordination, effectiveness and funding arrangements for the continuing professional development of teachers.

Following this, Douglas Osler, former Chief Inspector of Schools in Scotland, was commissioned to consider the reports and draw together ideas to inform future policy making. Policy options were then presented to stakeholders at a second “Teacher Education in a Climate of Change” conference in November 2005. (for copies of all documents).

Initial teacher education draws upon a competence framework which was introduced in its latest form in 2007. The Council's Code of Values and Professional Practice has been included as an integral element of the competence model and, whilst there is an emphasis on practical teaching skills, teachers are also encouraged to carry out critical reflection. In fact, the latest publication from the General Teaching Council of Northern Ireland, which includes the professional competences, is called “Teaching – The Reflective Profession”.

Within this, each competence has also been delineated by way of phase exemplars, across each phase of teacher education – initial teacher education; induction; early professional development; and continuing professional development, collaborative practice and school improvement. Furthermore, there is a strong focus upon the philosophy and understanding that underpins the Council's approach to teacher competences (which is also described in the above document). There is also explicit reference to the ‘community’ and to a consideration of the nature and purpose of education. The following sections describe the training route for a secondary school music teacher.

II. Curriculum

Undergraduate Studies

Two Northern Irish universities offer music courses. These courses are so different in their focus and design that it is impossible to present a picture of the main curriculum areas. All are listed below with links to the websites where one can see the make up of the curriculum for each.

Queens University, Belfast, offers 8 courses which include music:

· Music (single Honours, leading to a Bachelor of Music);

· Music Technology (leading to a Bachelor of Science);

· and the following which lead to a Bachelor of Arts qualification: Ethnomusicology/Music (Single Honours), Ethnomusicology, Ethnomusicology/Linguistics, Ethnomusicology/Politics, Ethnomusicology/Social Anthropology, English/Ethnomusicology.

The following website enables the reader to view the details of modules within each of these courses: The university holds a large collection of musical instruments from around the world, including the Balinese Gamelan Widya Santi, Andean panpipes and various drums, the ethnomusicology courses allow students to explore these instruments during ensemble work.

The University of Ulster offers 11 courses which include music. A Bachelor of Music single honours is available and Music can be taken as a Major in combination with either Drama, Dance, French, German, Irish, Spanish or Psychology and as a Minor with Dance, Drama or Irish History, with courses leading to a bachelor of Arts qualification. If Music is taken as a major, four of the six modules studied in each year would be in Music; two of the modules are studied if it is the Minor option.

PGCE

The University of Ulster offers the only PGCE course for secondary Music teachers. The course is organised so as to ensure that trainees attain each of the professional competences for teachers in Northern Ireland of which there are 27. These are organised within three broad areas:

· Professional Values and Practice

· Professional Knowledge and Understanding

· Professional Skills and Application (Planning and Leading, Teaching and Learning, Assessment)

III. Learning and Teaching Approaches

Undergraduate Studies

A wide variety of learning and teaching approaches are used. These vary from course to course, depending on the nature and focus of each. Most courses include lectures, seminars and workshops and tutorials. Inevitably, performance skills are expected to be developed on a personal basis and through group music making activities and owing to the practical nature of many of the courses, the use of workshops and group exercises is widespread. The University of Ulster’s Bachelor of Music course description explains that their integrated approach to the teaching of performance and the emphasis on the development of generic skills promoted through peer-learning activities are distinctive features of the course.

PGCE

The university PGCE programme includes lectures, workshops, tutorials and practicals, such as simulations and role-play. Students spend 12 weeks at the university and 24 weeks in schools. The lengthy periods of teaching in schools allow concentrated time, with the support of school teachers, for the development of practical aspects of teaching. Competence in the use of Information and Communication Technology is also expected.

IV. Assessment / Examination

Undergraduate Studies

Entry requirements vary although most courses require formal qualifications in Music and specific grades for the Irish Leaving Certificate or Advanced level examinations. The Ethnomusicology courses at Queen’s University, Belfast do not necessarily require a musical background.

Assessment during studies varies according to the focus and nature of the course. Most involve coursework and written and practical examinations. The Ethnomusicology course includes a considerable amount of written work.

PGCE

Applicants are normally expected to have acquired a vocationally relevant Honours degree, that is, an Honours degree where at least 50% of their modules reflect the knowledge components of the subjects in the Northern Ireland curriculum.

The selection procedure includes an interview to determine suitability for teaching. All prospective secondary school teachers, whatever subject they wish to teach, must also have at least a ‘C’ grade at General Certificate in Education (GCSE) in English and mathematics. (Primary students must also have science at this level). All candidates offered a place are required to pass a medical examination and have a criminal history check before commencing the course.

By the end of all teacher training courses, trainees must have demonstrated that they have attained all the General Teaching Council of Northern Ireland’s professional competences. All students who successfully complete the PGCE are eligible to claim 30 Masters level credit points towards a Masters degree (which requires attainment of 180 credits).

Arrangements for Early Professional Development have been in place since 1998 with professional learning extended into the early years of practice. After initial teacher education there is a one-year (non-statutory) induction period, led by Education and Library Boards (ELBs) and the Curriculum Advisory and Support Services (CASS). This is followed by a further two years of Early Professional Development, led by schools. Bursaries are available to fully qualified individual teachers who wish to carry out a professional development activity and also to teachers who wish to work with colleagues on an inter-school basis. Some examples of these are available on the General Teaching Council for Northern Ireland’s website.

V. Current and Future Challenges

The review of teacher training, which began in 2003, has proved to be a long and protracted process. A further review of teacher training provision, launched by the Committee for Employment and Learning in May 2008, was to report in October, but final policy consultations are still taking place. A high level strategic document is imminent which is expected to impact on the organisation of teacher training.

Overcapacity of teachers, generally, has been identified as an issue in Northern Ireland. This inevitably may have implications for recruitment on teacher training courses.

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