barriers-and-enablers-to-undergraduate-music-students-undertaking-a-postgraduate-certificate-in-education-pgce-secondary-music-programme.pdf (374.82 kB)
Download file

Barriers and enablers to undergraduate music students undertaking a Postgraduate Certificate in Education (PGCE) secondary music programme

Download (374.82 kB)
journal contribution
posted on 11.03.2022, 09:56 by Thomas Breeze, Gary Beauchamp
In the context of falling recruitment to Initial Teacher Education programmes in the UK, this article focuses on motivators and demotivators affecting undergraduate students’ attitudes towards training as a teacher and considers these under the broad headings of altruistic (such as wanting to share a love of the subject and working with young people) and pragmatic (stable career, regular salary, good holidays). A review of the literature suggests that there are differences between the US and the UK in terms of the extent to which students can develop an identity as a teacher during their formative undergraduate years. An online survey was distributed to undergraduates in UK higher education institutions, the results were related to the issues identified in the literature and the differences between genders examined. The results suggested that there was no single significant barrier to undergraduate students deciding to train as secondary music teachers, but that there are opportunities to increase the number of students developing an identity as a music teacher while studying for their undergraduate degrees, and some gender-specific issues which could be addressed.

History

Published in

British Journal of Music Education

Publisher

Cambridge University Press

Version

VoR (Version of Record)

Citation

Breeze, T. and Beauchamp, G. (2021) 'Barriers and enablers to undergraduate music students undertaking a Postgraduate Certificate in Education (PGCE) secondary music programme', British Journal of Music Education, pp.1-13. DOI: 10.1017/S0265051721000188

Print ISSN

0265-0517

Electronic ISSN

1469-2104

Cardiff Met Affiliation

  • Cardiff School of Education and Social Policy

Cardiff Met Authors

Thomas Breeze Gary Beauchamp

Copyright Holder

© The Authors

Language

en

Usage metrics

Read the peer-reviewed publication

Categories

Licence

Exports