Higher Education and Initial Teacher Training
Gordon Munro via firstname.lastname@example.org
Gary Spruce via email@example.com
- Given the pressure to adopt a narrow, target driven approach to education in many schools the continuing presence of music is more than ever dependent on high quality teaching throughout both primary and secondary education.
- Schools need a confident music teacher with a broad-based subject knowledge and a strong pedagogical foundation.
- Initial teacher education should equip new teachers with the right tools to fulfil this role wherever they choose to work.
- Trainee teachers should be exposed to a range of teaching styles and environments supported by a strong pedagogy.
- Focus on developing the skills of music educators that can be implemented in diverse contexts, not just learning specific pedagogical approaches which might have limmited applications.
- Encourage the capacity for critical reflection, understanding what approaches are required in which educational settings.
- In-school training should recognise the special nature of subjects taught by very small departments.
- All classroom and instrumental teachers should have access to appropriate specialist, subject-based CPD training including ITT.
- There is much good practice in both teaching and training, but there is limited awareness.
- OFSTED does not inspect music provision in schools making it easier for music to slip down the list of priorities within the school curriculum.
The music sector
- Recognise, celebrate and support outstanding teacher training both in and out of schools.
- Support the continuing development of CMEs at level 4 and higher.
- Identify and share best practice in CPD across Music Hubs (Action Music Mark)
- Encourage the active engagement of the hubs in initial training and CPD. (Action MEC, Music Mark)
- Look at how to engage more with head teachers reinforcing the value of music for the whole school. (Action all MEC members)
- Look at how to engage more with parents reinforcing the value and positive impacts of music in schools. (Action all MEC members)
- Support primary school generalists through an online database of local expertise in specific skills (choral conducting, using the voice)
- Foster links with Adult Music Education sharing best practice. (Action MEC)
- Review how to reflect the significance of music for a child’s education through:
- The revised inspections by OFSTED; (Action MEC)
- Inclusion of the Arts in the Ebacc. (Action MEC)