ABSTRACT

As in many other countries, Finnish primary school teacher education has reduced substantially the amount of music studies during recent decades. From the perspective of the National Core Curriculum, there is a reason to reflect on teacher education and primary school student teachers’ skills to teach music. The present study investigates 392 student teachers’ musical skills in five different teacher training programmes in Finland. The data, mainly based on students’ self-assessment, was collected through a quantitative questionnaire. The results reveal significant shortcomings of music education in teacher training. For example, many key content areas such as singing or composing, are addressed extraordinarily little. Only 4% of the students fully agreed with the statement that primary school teacher education has given them good musical skills to teach music. It seems obvious that some skills have already been acquired from students’ previous musical activities. The results of the study show that primary school teacher education may be graduating teachers who are at risk of not meeting the National Core Curriculum goals in music.

摘要

与许多其他国家一样，近几十年来，芬兰的小学教师教育大大减少了音乐学习的数量。从国家核心课程的角度来看，反思教师教育和小学生教师的音乐教学技巧是有原因的。本研究调查了芬兰五个不同教师培训计划中的 392 名学生教师的音乐技能。这些数据主要基于学生的自我评估，是通过定量问卷收集的。结果揭示了音乐教育在教师培训方面的重大缺陷。例如，许多关键内容领域，如唱歌或作曲，都很少涉及。只有 4% 的学生完全同意小学教师教育赋予他们良好的音乐技能来教授音乐的说法。很明显，一些技能已经从学生以前的音乐活动中获得。研究结果表明，小学教师教育可能是即将毕业的教师，他们可能无法达到国家音乐核心课程的目标。