ABSTRACT
‘What constitutes experience in teaching?’ ‘How can we educate music teachers in a way that prepares them to deal with pedagogical problems and at the same time further develops their teaching?’ These questions are important for all educators at universities, colleges of education, schools and music schools. Very often new teachers at primary and secondary schools are critical of the educational programme that should have prepared them for the job. Some of the critical remarks deal with the relation between theory and practice in the programme. ‘Teacher education is too theoretical’, they say, or ‘The theory we were taught has nothing to do with the practical problems we are experiencing!’ There may be many explanations for such feelings, related not only to the structure and content of the educational programme, but also to the specific teaching methods used.
