Abstract
This paper provides a description and critical analysis of student perceptions of a nationally funded university teaching development project that aimed to bridge gaps between research, teaching and academic development in music teacher education. Based on research recommendations the project utilised collaboration between schools and universities to develop and implement an innovative online curriculum model. Responses to student evaluation questionnaires and focus group discussions were analysed in order to establish the extent to which this project was contextualised and integrated within the university course. Findings show that students valued the experience of being engaged with authentic online case studies. Through this engagement, students were able to see the interrelationships between school experience and their university studies. The modelled collaboration between schools, universities and the community was perceived as effective by the majority of students and believed to be helpful in future field placements. Recommendations for further research and implications for music teacher education in Australia and beyond are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 1-20 |
| Number of pages | 20 |
| Journal | International Journal of Education and the Arts |
| Volume | 10 |
| Issue number | 6 |
| Publication status | Published - 2009 |
| Externally published | Yes |