Preparing conservatoire students for the music education workforce: institutional and industrial perspectives on instrumental teacher education in England

Abstract

ABSTRACT A skilled music education workforce is essential to ensure longevity of music-making for future generations of young learners and access to high-quality instrumental music tuition remains crucial for school-aged pupils. Yet, Higher Education providers, including conservatoires, are not held accountable for providing high-quality pedagogical training to ensure that music graduates are best equipped to support musical learning in children and young people. Perspectives on instrumental teacher education obtained through interviews with academics at six English conservatoires were triangulated with questionnaire responses from senior leaders of 66 Music Education Hubs in England. Findings revealed institutional challenges relating to the privileging of principal study activity; inconsistent pedagogical provision across the conservatoire sector, and a mismatch between students’ pedagogical training and employer expectations. Closer collaboration and dialogue between institutions and employers are recommended to ensure that conservatoire graduates are trained appropriately to meet the needs of the modern music education sector.