Finding The Gaps: Lecturers' Perceptions on the Preparedness of Preservice Music Teachers

Abstract

This thesis provides views of lecturers directly involved in the training of preservice music teachers, views previously absent from research. The scope of data collected included lecturers’ perceptions of particular strengths and weaknesses in preservice music teachers, factors that lecturers attribute weaknesses to, how gaps in knowledge and skills can be addressed, gaps within initial music teacher education programs and how to address those gaps within programs. Interviews were conducted with 7 lecturers across Australia who are directly involved in a tertiary music education program. Whilst lecturers speak from a variety of institutions, each with different structures and elements that affect their initial music teacher education programs, trends were identified. The findings suggest that lecturers perceive preservice music teachers to be passionate, however, lacking in general music knowledge and skills. Gaps in knowledge and skills are largely due to elements that are out of the control of the lecturers, who outlined strategies for how they best prepare music teachers, within the existing limitations. This research identifies issues that impact the ability of lecturers to prepare music teachers across Australia, and raises important issues that initial music teacher education programs need to address when considering how to best train music teachers.