Educating Music Teachers for the 21st Century by José Luis Aróstegui (auth.), José Luis Aróstegui (eds.)

By José Luis Aróstegui (auth.), José Luis Aróstegui (eds.)

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Extra resources for Educating Music Teachers for the 21st Century

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There are schools where more than 90% of the pupils come from immigrant families and where more than 30 different languages are mixed in the corridors and classrooms. This is a situation that the teacher education programme in music has to prepare future music teachers for. One example of how this situation is met is the elective course Studies in music of a foreign culture – the Gambia and Argentina chosen by about 15 students each year. e. experienced confrontation with what is unknown for the teacher students in music.

All students are in addition requested to call things in question in a constructive way, to take responsibility for their studies and execute influence over their education. This influence is seen as an educational resource and if it is not 25 GUNNAR HEILING there the possibilities for students to actively and independently develop knowledge are enhanced. So student influence is not only a question of justice and democracy but also about educational quality. It can in addition affect student motivation and serve as a model to better understand learning processes.

They also seemed to be familiar with this model of instruction and could relate to it. To get them to read the prescribed literature that they had missed they were asked to write down their reflections of the text (about 300 words) and hand it in next week. Half the group had not completed the task in time and it took another week to get the rest. This is also in accordance with the unwritten code of behaviour at the Academy. All deadlines are not of the same importance. In most cases you get a second chance.

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