Challenges for Beginning Music Teachers: Experienced teachers reflect on attributes, teacher education and professional development

Abstract

As part of a larger project investigating the identity of music teachers, the learning of knowledge and skills (pedagogical and musical) and personal attributes of teachers were investigated.

In mapping the construction of identity of the music educator, the perceptions of pre-service teachers and experienced teachers are a critical component. In this project, pre-service and experienced teachers were asked to reflect on their initial training and experiences to identify some of the knowledge, skills and attributes required in the music education environment to create vibrant environments for learning and teaching. The purpose of the research was to identify some essential components of teacher education for general primary and music specialist teachers.

The results reported here focus specifically on experienced teachers' reflections of their education and accomplishments. As such it provides examples, suggestions and inspiration for beginning teachers. It attempts to find ways of creating a nexus between the training of pre-service and early career teachers and the experiences of the engaging, thriving practitioners to ensure survival beyond the first few years of teaching.