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date: 13 November 2019

Abstract and Keywords

A common interest among music teacher educators is the curricula by which they deliver their preparation programs, and through which their preservice candidates qualify for instructional certifications. Music teacher education (MTE) curricula reflect distinct aims and methods. Yet all certification and licensure programs share the challenges of outside mandates and periodic reviews. This chapter examines such matters. Informing the content and structure of MTE curricula are program requirements and recommendations, benefits and challenges from the development process, and diverse approaches to the overall design. Across these broad areas are the topics of past practices, faculty beliefs, program integrity, content pressures, design process, anticipated challenges, standards and guidelines, course requirements and sequence, and degree/nondegree (certificate) options. Additionally—given the significant function of accreditation in MTE curricula—a focus on regional, national, specialized, and state agencies is provided. The chapter concludes with suggested readings.

Keywords: curricula, preservice, music teacher education, certification, licensure, development, faculty beliefs, accreditation

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