On the Conditions of Music Methods Courses in the Training of Generalist Music Teachers (GMTs)

Abstract

This article’s aim is, first, to explain the context of my PhD research in generalist music teacher (GMT) education. I argue that teacher education is an important starting point for improving the educational system. Analyzing the generational cycle of transmitting cultural lore, using music as an example, helps me substantiate this claim. Second, I discuss several reasons that complicate research on the formation of generalist music teachers. Third, these premises allow me to outline and justify my main research questions. Following the three-fold didactic process – teacher, pupil, and object, in this case: music – I focus on GMT educators and how they cope with their crucial position within the educational system. Empirically, I am observing GMT educators by video in order to describe, analyze and structure their work with pre-service teachers. Furthermore, I am interviewing them to uncover their intentions, self-evaluations, and perspectives. The overall aim is to describe and to explain the professional practices of GMT educators. As the research is ongoing, this article concerns important conceptual analyses and justifications of the research questions. The research is expected to provide a solid basis to discuss and negotiate standards in music education.