Field based teaching for tertiary institutions are not a new phenomenon. This paper reports on school-based partnerships and onsite professional development as a way to enhance pre-service students understanding of music teaching and learning. The paper situates itself across two continents forming part of my wider ongoing study into the attitudes and perceptions of arts education students, while preparing culturally responsive teachers across two continents (Australia and South Africa). The onsite visits to schools provides a rich opportunity for tertiary educator and student to reflect in-and-on the teaching and learning experience. Using interpretative phenomenological analysis to analyse and codify the interview data of music lecturers and students, I offer a platform for a discussion of the benefits and limitations encountered. By providing students with school-based partnerships as a form of onsite professional development within teacher education courses, we enable them to expand their ways of engaging in music and in pedagogy as they develop an initial repertoire of teaching competencies. Through such opportunities they continue to gain comprehension of the various dimensions of music experience and to understand student learning. The onsite teaching and learning in this study was a demonstration of a worthwhile experience that could be beneficial across other learning areas in teacher education.
|Keywords:||Teacher education, Music education, Professional development, African music|
Senior Lecturer, Faculty of Arts and Education, Deakin University, Melbourne, Victoria, Australia