A Narrative Discourse in Music Education: Teacher Candidates Advocate for Change

• In Event: 51.081 - Sheraton Roundtable Session Nine - Grand Centre
  In Roundtable Session: 51.081-6 - Music Teacher Development Across the Career Span

Abstract

This qualitative narrative study investigates the perspectives of seven teacher candidates enrolled in an Ontario, Canada Bachelor of Education curriculum and instruction course in music. After completion, they are qualified to teach music from K-6. Through autobiographical writings, classroom logs, open-ended interviews, and literary metaphors, teacher candidates describe their background, music identity, and how it evolves throughout the course. They critique expectations of the music curriculum, course requirements, and how instructors may better enhance student learning and positive musical identity. Themes that emerged from the data relate to musical growth, lack of importance of music in education, abuse in music education, and the need to re-design the curriculum to include music and mindfulness to better enhance children’s feelings of self-worth.

Authors

• Janet Spring, Lakehead University

• Robert Morris, Lakehead University