South African Higher Education Institution (HEI) Music Education (MusEd) lecturers’ perspectives regarding the contextual, institutional, biographical and programmatic forces that stem from the theoretical framework Samuel’s (2008) Force Field Model (FFM) were explored. The study was approached from an interpretivist paradigm and conceptually drew qualitative data generated from eight case studies to gain an in-depth understanding of the push and pull factors that influence professional practices. The major findings of the study indicated that lecturers should embrace transformation principles to decolonise the national curriculum. Biographic viewpoints have to be modified from a singular Western Classical viewpoint to integrate African Indigenous perspectives. To teach MusEd, elements and activities from diverse cultures as well as teach student teachers from diverse cultural backgrounds result in MusEd as a change agent to develop social cohesion between multicultural communities. Theoretical knowledge integrated with practical activities where the focus changes from achieving an individualistic perfect end product to the continuing process of ‘musicking’ together are proposed. The lecturers as facilitators, therefore, focus on a student-centred philosophy to guide student teachers’ development in MusEd. Insights gained from this study propose a future cosmopolitan teacher training framework.

中文翻译：

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力场模型应用于南非背景下的音乐教育教师培训框架

南非高等教育机构 (HEI) 音乐教育 (MusEd) 讲师对源自 Samuel (2008) 力场模型 (FFM) 理论框架的背景、制度、传记和计划力量的观点进行了探讨。该研究从解释主义范式出发，并从概念上提取了八个案例研究产生的定性数据，以深入了解影响专业实践的推动和拉动因素。研究的主要结果表明，讲师应该接受转型原则，以使国家课程非殖民化。传记观点必须从单一的西方古典观点进行修改，以整合非洲土著观点。教MusEd，来自不同文化的元素和活动，以及教授来自不同文化背景的学生教师，使 MusEd 成为发展多元文化社区之间社会凝聚力的变革推动者。理论知识与实践活动相结合，重点从实现个人主义的完美最终产品转变为一起“音乐”的持续过程。因此，作为辅导员的讲师，专注于以学生为中心的理念来指导学生教师在MusEd中的发展。从这项研究中获得的见解提出了一个未来的国际化教师培训框架。理论知识与实践活动相结合，重点从实现个人主义的完美最终产品转变为一起“音乐”的持续过程。因此，作为辅导员的讲师，专注于以学生为中心的理念来指导学生教师在MusEd中的发展。从这项研究中获得的见解提出了一个未来的国际化教师培训框架。理论知识与实践活动相结合，重点从实现个人主义的完美最终产品转变为一起“音乐”的持续过程。因此，作为辅导员的讲师，专注于以学生为中心的理念来指导学生教师在MusEd中的发展。从这项研究中获得的见解提出了一个未来的国际化教师培训框架。