A Qualitative Study on the Teaching Competency of Future University Music Teachers
DOI:
https://doi.org/10.37134/bitara.vol17.sp2.19.2024Keywords:
Teaching Competency, Future University Music Teachers, Literature Review, Policy Documents, InterviewAbstract
The teaching competency of university music teachers (UMT) is a critical factor in the professional development of higher education music teachers (HEMT) and significantly impacts lifelong learning and effective music instruction for HEMT. This article aims to analyse and explore the essential teaching competencies that future UMTs should possess. The study employs three techniques: literature review, policy document analysis, and teacher interviews. Based on a competency model, we analysed 254 articles related to UMT teaching competency from 2019 to 2024. Additionally, we summarized and organized 57 policies on UMT teaching competency in China spanning 2012 to 2023. Qualitative research involved interviewing 20 music teachers from various universities in Guangxi, China. Through triangulation, we synthesized an element system of teacher competency, ensuring the rigor and validity of our research. Our findings suggest that research in this area began relatively late in China. According to the surveyed music teachers, future university music teachers’ competencies should encompass six key aspects, providing valuable guidance for both UMT training and student teachers.
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