Educational quality in music teacher education: components of a foundation for research

Abstract

Increasing demands for educational quality in higher education affect both higher music education and music teacher education. A theoretical framework is needed if we are to question what is meant by ‘educational quality’ in the latter. To establish programmes for quality development and assessment requires basic subject-specific research on the quality of teaching and learning. The theoretical foundation for this research, which should proceed by the use of case studies, must involve distinguishing between basic and teaching subjects, and a consideration of student learning and identity.

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