ABSTRACT
A recurring question in this volume concerns the role of different kinds of knowledges to support the continuous development and self-renewal of better music teachers and teaching. And this process of knowledge creation and training for creative professionalism in music teacher education (MTE) and teaching practice must be a continuous one, since society continues to change very fast, constantly making new demands on the education service. In this chapter, we argue that the agenda of music education renewal (as with other problems argued in previous chapters), now needs to become more radical. Transforming our music education systems requires more than a rhetoric of greater professionalism but radical solutions to problems, as have been amplified in previous chapters – some points of which will be summarized here. Before turning to the roles of different kinds of knowledges, however, the scope for an enhanced form of professionalism will be briefly discussed.
