Abstract
Despite changes in the consumption and production of contemporary music, current university structures replicate the same system of music teacher preparation that has been taking place for 150 years or more. In this chapter the author argues that the structure of music teacher education programs in higher education could better support new models of music-teacher development, and new ways to conceptualize music education in public schools. Today’s music teachers require training that prepares them to meet the needs of today’s music students, within the context of today’s public schools.
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Bernard, R. (2016). Disciplinary Discord: The Implications of Teacher Training for K–12 Music Education. In: Hoffmann Davis, J. (eds) Discourse and Disjuncture between the Arts and Higher Education. The Arts in Higher Education. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-55243-3_3
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