Challenges for music in initial teacher education and in schools: Perspectives from music teacher educators in Ireland and Northern Ireland

Abstract

This article examines challenges for music in initial teacher education (ITE) and in schools from the perspectives of music teacher educators across two jurisdictions of Ireland and Northern Ireland. Spanning primary and secondary music ITE, 17 music teacher educators from across both jurisdictions met to share practice and concerns. Findings from three focus group discussions revealed concerns regarding musical provision within ITE institutions and on a wider systemic level, acknowledging the diminishing status of music in both policy and curricular discourse, and in schools. In terms of identity, a shared concept of the music teacher educator as both advocate and confidence builder emerged. As music teacher educators predominantly work in isolation within ITE institutions in Ireland and Northern Ireland, participants welcomed the opportunity to share knowledge and experience across jurisdictions. As such, we argue that emerging communities of music teacher education practice are of critical importance to combat the multiplicity of challenges that music teacher educators face at a time of turbulence in the status of music in state education systems.