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Economic rationale shaping music teacher education: the case of Spain.

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Bibliographic Details
Title: Economic rationale shaping music teacher education: the case of Spain.
Authors: Zamorano-Valenzuela, Felipe Javier1, Aróstegui, José Luis1 arostegu@ugr.es, González-Martín, Cristina2
Source: British Journal of Music Education. Mar2024, Vol. 41 Issue 1, p103-113. 11p.
Subject Terms: *Music teachers, *Music education, *Classrooms, Social justice
Geographic Terms: Spain
Abstract: This article discusses the literature on music teacher education programmes for mainstream education in order to undertake critical reflection on what we are doing and why in our university classrooms, what theories are implicit and what could be done to improve our programmes. After analysis, mainly from European contexts, and considering the Spanish one in particular, we find an influence of the economic – and, ultimately, political – rationale on substantial aspects, manifested in apparent disjunctions between musical and educational features, as well as in formal issues, fundamentally due to the European Higher Education Area. In the end, it is concluded that, without renouncing the economic aspects, curricula should be more addressed towards the integration of pedagogical and musical knowledge, and the treatment of aspects related to social justice, if we do not want an uncritical reproduction of rationalities that are often obsolete in the training of pre-service music teachers. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This article discusses the literature on music teacher education programmes for mainstream education in order to undertake critical reflection on what we are doing and why in our university classrooms, what theories are implicit and what could be done to improve our programmes. After analysis, mainly from European contexts, and considering the Spanish one in particular, we find an influence of the economic – and, ultimately, political – rationale on substantial aspects, manifested in apparent disjunctions between musical and educational features, as well as in formal issues, fundamentally due to the European Higher Education Area. In the end, it is concluded that, without renouncing the economic aspects, curricula should be more addressed towards the integration of pedagogical and musical knowledge, and the treatment of aspects related to social justice, if we do not want an uncritical reproduction of rationalities that are often obsolete in the training of pre-service music teachers. [ABSTRACT FROM AUTHOR]
ISSN:02650517
DOI:10.1017/S0265051723000219