Documenting praxis shock in early-career Australian music teachers: the impact of pre-service teacher education

Abstract

Early-career music teachers are well placed to comment on the effectiveness of pre-service teacher education. Their perceptions are particularly relevant in determining why music teachers are `burning out' at an early stage of their career. This article explores how 15 early-career Australian music teachers perceive their job and their preparedness for the workforce. Their stories suggest that although they feel a `passion' towards teaching music, they regard their early experiences in secondary schools as a time when they will either `sink or swim', and when they see themselves as a `one-man-band'. Analysis suggests that praxis shock in early-career music teachers is directly related to the unique experiences of being a music teacher. The article concludes with recommendations for pre-service courses to address issues of praxis shock in early-career music teachers.

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