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| Campo DC | Valor | Lengua/Idioma |
|---|---|---|
| dc.contributor | en-US | |
| dc.contributor | es-ES | |
| dc.creator | Fautley, Martin | - |
| dc.date | 2020-12-03 | - |
| dc.date.accessioned | 2022-03-25T19:02:11Z | - |
| dc.date.available | 2022-03-25T19:02:11Z | - |
| dc.identifier | https://ojs.uv.es/index.php/LEEME/article/view/18021 | - |
| dc.identifier | 10.7203/LEEME.46.18021 | - |
| dc.identifier.uri | http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/128738 | - |
| dc.description | This paper takes the form of an opinion piece by the English Author, an is written from an English perspective. The paper describes the training of music teachers in England, particulary with regards to the preparation of teachers to each the National Curriculum. It describes the various pathways that prospective student teachers can take to become music teachers in England. Important in any consideration of what pre-service music educators is the nature of the curriculum they are being prepared for. This paper outlines the requirements of the curriculum, and explains how this is problematic in many ways, with the status of music knowledge being a particulary contested issue. | en-US |
| dc.description | Este artículo describe las cuestiones políticas y prácticas que rodean la formación de los futuros profesores de música en Inglaterra. Se habla de la regulación gubernamental y la interferencia ministerial en muchos aspectos, desde el número de personas que acceden a la profesión hasta la naturaleza de lo que realmente se enseña y aprende en las aulas de secundaria. A partir de los datos de la investigación, se describe cómo hay una serie de aspectos de la enseñanza y el aprendizaje que son polémicos y que pueden tener una función excluyente. Por último, sugiere que un público internacional puede tener mucho que aprender de esta situación. | es-ES |
| dc.format | application/pdf | - |
| dc.language | eng | - |
| dc.publisher | Universitat de València | es-ES |
| dc.relation | https://ojs.uv.es/index.php/LEEME/article/view/18021/16544 | - |
| dc.relation | /*ref*/<p class="EndNoteBibliography" style="text-align: justify;">All-Party Parliamentary Group for Music Education, Incorporated Society of Musicians, & University of Sussex. (2019). <em>Music Education: State of the Nation</em>. London: Incorporated Society of Musicians.</p> <p class="EndNoteBibliography" style="text-align: justify;">Arnold, M. (1896/1993). <em>Arnold, M 1896/1993 Culture and Anarchy and Other writings (Ed. Collini, S)</em>. Cambridge: Cambridge University Press.</p> <p class="EndNoteBibliography" style="text-align: justify;">Bruner, J. (1996). <em>The Culture of Education</em>. Cambridge Mass: Harvard UP.</p> <p class="EndNoteBibliography" style="text-align: justify;">DfE. (2013). Music programmes of study: key stage 3. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239088/SECONDARY_national_curriculum_-_Music.pdf</p> <p class="EndNoteBibliography" style="text-align: justify;">Espeland, M. (1999). Curriculum Reforms in Norway: An Insider's Perspective. <em>Arts and Learning Research, 15</em>(1), 172-187.</p> <p class="EndNoteBibliography" style="text-align: justify;">Ewell, P. A. (2020). Music Theory and the White Racial Frame. <em>Music Theory Online, 26</em>(2). Retrieved from https://mtosmt.org/issues/mto.20.26.2/mto.20.26.2.ewell.php</p> <p class="EndNoteBibliography" style="text-align: justify;">Fautley, M. (2016). <em>Teach Through Music Evaluation Report</em>. Retrieved from Birmingham: https://www.trinitylaban.ac.uk/sites/default/files/ttm_independent_evaluation.pdf</p> <p class="EndNoteBibliography" style="text-align: justify;">Fautley, M. (2017a). The Location of Creativity in Curriculum and Assessment in the Lower Secondary School in England. In R. Girdzijauskiene & M. Stakelum (Eds.), <em>Creativity and Innovation: European Perspectives on Music Education</em>(Vol. 7, pp. 71-84). Innsbruck: Helbling.</p> <p class="EndNoteBibliography" style="text-align: justify;">Fautley, M. (2017b). Notation and music education. <em>British Journal of Music Education, 34</em>(2), 123-126.</p> <p class="EndNoteBibliography" style="text-align: justify;">Gibb, N. (2019, 11/1/19). Forget Spotify: I want every child to leave primary school able to read music.<em> The Times</em>. Retrieved from https://www.thetimes.co.uk/article/forget-spotify-playlists-every-child-should-know-how-to-read-music-bdxnjlt75</p> <p class="EndNoteBibliography" style="text-align: justify;">Gove, M. (2011). <em>Speech: Michael Gove to Cambridge University</em>. London: DfE Retrieved from https://www.gov.uk/government/speeches/michael-gove-to-cambridge-university</p> <p class="EndNoteBibliography" style="text-align: justify;">Heffer, S. (2007). Thank Marx for our children's low marks.<em> The Daily Telegraph - online edition</em>. Retrieved from http://www.telegraph.co.uk/comment/personal-view/3644070/Thank-Marx-for-our-childrens-low-marks.html</p> <p class="EndNoteBibliography" style="text-align: justify;">Hirsch, E. D. (1987). Cultural literacy: What every literate American needs to know. In: Boston, MA: Houghton Mifflin.</p> <p class="EndNoteBibliography" style="text-align: justify;">Holder, N (2020) www.nateholdermusic.com/post/if-i-were-a-racist, Accessed July 2020 </p> <p class="EndNoteBibliography" style="text-align: justify;">Johnson, J. (2002). <em>Who needs classical music?: cultural choice and musical value</em>. New York: Oxford University Press.</p> <p class="EndNoteBibliography" style="text-align: justify;">Moore, A. (2014). <em>Understanding the school curriculum: Theory, politics and principles</em>. Abingdon: Routledge.</p> <p class="EndNoteBibliography" style="text-align: justify;">Moore, R., & Young, M. (2001). Knowledge and the curriculum in the sociology of education: Towards a reconceptualisation. <em>British Journal of Sociology of Education, 22</em>(4), 445-461.</p> <p class="EndNoteBibliography" style="text-align: justify;">Morrison, R. (1991, 13/02/1991). A Generation Drummed Out.<em> The Times</em>. Retrieved from https://www.nexis.com/</p> <p class="EndNoteBibliography" style="text-align: justify;">Ofsted. (2019). <em>School Inspection Handbook (November 2019, No. 190017)</em>. London: Ofsted.</p> <p class="EndNoteBibliography" style="text-align: justify;">Roberts, N., & Danechi, S. (2019). <em>FAQs: Academies and free schools</em>. London: House of Commons LIbrary.</p> <p class="EndNoteBibliography" style="text-align: justify;">Routledge on-line (2016) http://routledgesoc.com/category/profile-tags/cultural-capital, Accessed July 2020 </p> <p class="EndNoteBibliography" style="text-align: justify;">See, B. H., & Gorard, S. (2020). Why don’t we have enough teachers?: A reconsideration of the available evidence. <em>Research Papers in Education, 35</em>(4), 416-442. doi:10.1080/02671522.2019.1568535</p> <p class="EndNoteBibliography" style="text-align: justify;">Shepherd, J., Virden, P., Vulliamy, G., & Wishart, T. (1977). <em>Whose Music? A Sociology of Musical Languages</em>. London: Transaction Books.</p> <p class="EndNoteBibliography" style="text-align: justify;">Spruce, G., & Matthews, F. (2012). Musical ideologies, practices and pedagogies. In C. Philpott & G. Spruce (Eds.), <em>Debates in music teaching</em>(pp. 118-134). Abingdon: Routledge.</p> <p class="EndNoteBibliography" style="text-align: justify;">ucas.com no date (A) https://www.ucas.com/teaching-in-england, Accessed June 2020 ucas.com no date (B) https://www.ucas.com/postgraduate/teacher-training/train-teach-england/routes-teaching-england?filter=, Accessed June 2020 </p> <p class="EndNoteBibliography" style="text-align: justify;">Ward, H. (2019). One in three teachers leaves within five years. <em>TES</em>. Retrieved from https://www.tes.com/news/one-three-teachers-leaves-within-five-years</p> <p class="EndNoteBibliography" style="text-align: justify;">Williams, R. (2010, Mon 17 May 2010). New minister Nick Gibb upsets teachers – already.<em> The Guardian</em>. Retrieved from https://www.theguardian.com/education/mortarboard/2010/may/17/nick-gibb-upsets-teachers</p> <p class="EndNoteBibliography" style="text-align: justify;">Wright, R. (2002). Music for all? Pupils' perceptions of the GCSE Music examination in one South Wales secondary school. <em>British Journal of Music Education, 19</em>(3), 227-241.</p> <p class="EndNoteBibliography" style="text-align: justify;">Young, M. (1999). The Curriculum as Socially Organised Knowledge. In R. McCormick & C. Paechter (Eds.), <em>Learning and Knowledge</em>. London: Paul Chapman/Open University.</p> <p class="EndNoteBibliography" style="text-align: justify;">Young, M., & Muller, J. (2013). On the powers of powerful knowledge. <em>Review of education, 1</em>(3), 229-250.</p> | - |
| dc.rights | Copyright (c) 2020 Revista Electrónica de LEEME | es-ES |
| dc.rights | http://creativecommons.org/licenses/by/4.0 | es-ES |
| dc.source | Electronic Journal of Music in Education; NÚM. 46 (2020): REVISTA ELECTRÓNICA DE LEEME; 262-276 | en-US |
| dc.source | Revista Electrónica de LEEME; NÚM. 46 (2020): REVISTA ELECTRÓNICA DE LEEME; 262-276 | es-ES |
| dc.source | 1575-9563 | - |
| dc.subject | en-US | |
| dc.subject | Pre-service Teacher Preparation; England; National Curriculum; Status of Music Knowledge. | en-US |
| dc.subject | educación musical; music education. | es-ES |
| dc.subject | Formación del profesorado; plan de estudios; política; Inglaterra. | es-ES |
| dc.title | Training music teachers in England - what is the music that is being taught in secondary schools? An opinion piece | en-US |
| dc.title | Formación de profesores de música en Inglaterra: ¿cuál es la música que se enseña en los centros de secundaria? | es-ES |
| dc.type | info:eu-repo/semantics/article | - |
| dc.type | info:eu-repo/semantics/publishedVersion | - |
| dc.type | es-ES | |
| dc.type | es-ES | |
| dc.type | en-US | |
| Aparece en las colecciones: | Institut Universitari de Creativitat i Innovacions Educatives - ICIE - Cosecha | |
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