ABSTRACT

This article investigates policy and provision of music in initial teacher education (ITE) in Ireland and Northern Ireland through a novel approach to comparative music education in ITE. Employing literature reviews and a survey of music ITE policy and provision in the two jurisdictions, it draws on a range of primary and secondary sources and presents a summary of comparative findings from the MITE project, carried out between 2017-2018. Key similarities include corresponding provision for music in B.Ed. (primary) programmes; the residual influence of denominational institutions; and the dominance of consecutive over concurrent models of secondary music ITE. Among major differences charted are distinct models of provision for music instruction outside of schools, participation rates in secondary courses, and varying approaches to cultural diversity in statutory music curricula.

The article advances an original framework for comparative research in music education which may provide a conduit and stimulus for future comparative studies in music teacher education. It proposes to enable networking opportunities across primary and secondary music ITE providers, within and beyond borders, and inform strategies for meeting common challenges for music ITE in prevailing policy contexts.

摘要

本文通过 ITE 中比较音乐教育的新方法，调查爱尔兰和北爱尔兰初级教师教育 (ITE) 中的音乐政策和提供。通过文献回顾和对两个司法管辖区的音乐 ITE 政策和规定的调查，它利用了一系列主要和次要资源，并总结了 2017 年至 2018 年期间开展的 MITE 项目的比较结果。主要的相似之处包括教育学士中对音乐的相应规定。（初级）课程；宗派机构的残余影响；以及次要音乐ITE的连续超过并发模型的主导地位。图表中的主要差异包括校外音乐教学的不同模式、中学课程的参与率、

本文提出了一个音乐教育比较研究的原始框架，这可能为未来音乐教师教育的比较研究提供一个渠道和激励。它建议在主要和次要音乐 ITE 提供商之间建立网络机会，无论是在境内还是境外，并为在现行政策背景下应对音乐 ITE 共同挑战的战略提供信息。