ABSTRACT

As a result of a documented decline in student engagement with curricular music in recent decades, which has called into question traditional approaches to music learning and teaching, theorists have advocated for a reconceptualisation of ‘curriculum’ in music education. This expanded understanding challenges teachers to reject the ‘instruction manual’ approach, to engage more actively and creatively with music content and pedagogical practices and to re-evaluate their relationship with students. While much has been recommended to guide teachers in relation to this reconceptualised role, contemporary research in many countries reports on an ever-deepening crisis regarding the state of school music and the constraining impact of top-down policy decisions on teachers’ autonomy and agency. Placing the teacher at the centre of the curriculum process, the aim of this article is to identify and explicate the theoretical and practical competencies that will support teachers in developing their curricular know-how and their capacity to make informed pedagogical decisions which align with contemporary understandings of curriculum. This discussion also outlines implications for initial music teacher education and continuing professional development. To set the context, we begin by giving an overview of the changes in curriculum theory and how this impacts the role of the teacher.

摘要

由于近几十年来学生对课程音乐的参与度有所下降，这对传统的音乐学习和教学方法提出了质疑，因此理论家们主张对音乐教育中的“课程”进行重新概念化。这种扩展的理解挑战教师拒绝“教学手册”​​方法，更积极和创造性地参与音乐内容和教学实践，并重新评估他们与学生的关系。尽管已就这一重新概念化的角色提出了很多指导教师的建议，但许多国家的当代研究报告了关于学校音乐状况的日益加深的危机以及自上而下的政策决定对教师自主权和能动性的限制性影响。将教师置于课程过程的中心，本文的目的是确定和阐明理论和实践能力，这些能力将支持教师发展他们的课程知识以及他们做出与当代对课程的理解相一致的明智的教学决策的能力。本讨论还概述了对初始音乐教师教育和持续专业发展的影响。为了设置上下文，我们首先概述课程理论的变化以及这如何影响教师的角色。本讨论还概述了对初始音乐教师教育和持续专业发展的影响。为了设置上下文，我们首先概述课程理论的变化以及这如何影响教师的角色。本讨论还概述了对初始音乐教师教育和持续专业发展的影响。为了设置上下文，我们首先概述课程理论的变化以及这如何影响教师的角色。