Navigating Competing Demands within Music Teach Education: Biesta's Three Domains of Educational Purpose
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| Title: | Navigating Competing Demands within Music Teach Education: Biesta's Three Domains of Educational Purpose |
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| Language: | English |
| Authors: | Olivia Tucker, George Nicholson, Robert C. Jordan |
| Source: | International Journal of Education & the Arts. 2025 26(25). |
| Availability: | International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Music Teachers, Neoliberalism, Preservice Teacher Education, Preservice Teachers, Educational Policy, Teacher Educators, Curriculum Development, Criticism, Reflection |
| ISSN: | 1529-8094 |
| Abstract: | The purpose of this practitioner article is to present Biesta's three domains of educational purpose as an adaptable, pragmatic framework that provides stakeholders with language for navigating the complex endeavor of music teacher education in the United States. First, we describe how neoliberal policy has obscured questions of purpose and contributed to an overemphasis on qualification in music teacher education. Then, we argue for the importance of encouraging the emergence of preservice teachers' subject-ness and offer our utilization of Biesta's lens as examples of how multidimensionality of purpose might function in practice. Our applications include curricular reform within the confines of accreditation requirements, preservice teachers' capacity for critique, and the use of Pinar's "currere" as an iterative, open-ended assessment. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482455 |
| Database: | ERIC |
| Abstract: | The purpose of this practitioner article is to present Biesta's three domains of educational purpose as an adaptable, pragmatic framework that provides stakeholders with language for navigating the complex endeavor of music teacher education in the United States. First, we describe how neoliberal policy has obscured questions of purpose and contributed to an overemphasis on qualification in music teacher education. Then, we argue for the importance of encouraging the emergence of preservice teachers' subject-ness and offer our utilization of Biesta's lens as examples of how multidimensionality of purpose might function in practice. Our applications include curricular reform within the confines of accreditation requirements, preservice teachers' capacity for critique, and the use of Pinar's "currere" as an iterative, open-ended assessment. |
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| ISSN: | 1529-8094 |
