ABSTRACT
Music teaching – in the broadest sense, the practice which makes use of the professional knowledge and skills of music teachers for teaching music in multiple learning contexts, including both formal and informal settings – can be characterized as a profession which, although recognized as a specialized discipline, is generally not considered to be a high-status occupation with firmly bounded, scientific and standardized professional traits (Comte 1988; Russell-Bowie et al. 1995) (see also Chapter 12). With the aim of better preparing pre-service teachers for the multiple contexts that they may face in the future, and for developing the power of the profession and the professional self, this chapter takes the reader to the heart of the quality and standards debate on initial teacher education (ITE) and continuing professional development (CPD) for music teachers.
