Barriers and Enablers to Undergraduate Music Students Undertaking a Postgraduate Certificate in Education (PGCE) Secondary Music Programme

Autor/inn/en	Breeze, Thomas; Beauchamp, Gary
Titel	Barriers and Enablers to Undergraduate Music Students Undertaking a Postgraduate Certificate in Education (PGCE) Secondary Music Programme
Quelle	In: British Journal of Music Education, 39 (2022) 2, S.232-244 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-0517
DOI	10.1017/S0265051721000188
Schlagwörter	Foreign Countries; Preservice Teacher Education; Teacher Education Programs; Undergraduate Students; Student Attitudes; Altruism; Career Choice; Professional Identity; Gender Differences; Barriers; Secondary School Teachers; Music Teachers; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Altruistic behavior; Altruismus; Geschlechterkonflikt; Music; Teacher; Teachers; Musiklehrer; Großbritannien
Abstract	In the context of falling recruitment to Initial Teacher Education programmes in the UK, this article focuses on motivators and demotivators affecting undergraduate students' attitudes towards training as a teacher and considers these under the broad headings of altruistic (such as wanting to share a love of the subject and working with young people) and pragmatic (stable career, regular salary, good holidays). A review of the literature suggests that there are differences between the US and the UK in terms of the extent to which students can develop an identity as a teacher during their formative undergraduate years. An online survey was distributed to undergraduates in UK higher education institutions, the results were related to the issues identified in the literature and the differences between genders examined. The results suggested that there was no single significant barrier to undergraduate students deciding to train as secondary music teachers, but that there are opportunities to increase the number of students developing an identity as a music teacher while studying for their undergraduate degrees, and some gender-specific issues which could be addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01