What might the field of music education do to learn, grow, and reinvent itself as we emerge from COVID-19 and virtual learning? Implied in the "return to normal" discourse, permeating all areas of music education in the year or more following virtual learning is the felt need to keep going and return to music education as usual. Yet…

The role, functions and duties of teachers have dramatically changed with the COVID-19 pandemic. This sudden change has posed enormous challenges for schools, students and teachers. This article deals with the situation of music teaching in the Spanish province of Albacete (Castilla-La Mancha) in the first two terms of the course 2020-2021 through…

This multiple-bounded case study explored charter-school music teacher practitioners' (MTPs') and instructional leaders' (ILs') perceptions of professional development (PD) in four charter management organizations (CMOs). The purpose was to provide a rich description of these practitioners' professional development, with the goal of spurring…

The 2020 bicentennial year of Indiana University (IU) Bloomington is a fitting time to recognize the 100-year legacy of the faculty members of the IU Music Education Department. This legacy has not been heretofore documented, exposing a gap in the knowledge of historical traditions and influences. The purpose of this study was to create a…

COVID-19 containment measures brought many changes in our lives and forced teachers all around the world to adopt various new practices. Given its specific education requirements and numerous school boards, the province of Quebec, Canada, was chosen to study the effects of the pandemic on music teaching in schools in the spring and fall of 2020.…

In the coming years, the proliferation of artificial intelligence (AI) will lead to changes and challenges to many traditional practices in school music and beyond, particularly related to student assessment and grading. At the same time, the AI revolution may also facilitate new and exciting directions for assessment and differentiation in music…

The proliferation and increasing application of modern technology have led to the improvement of tactics used to teach to play guzheng, the Chinese national instrument. This study aimed to investigate the effectiveness of using MOOCs (Massive Open Online Courses) for this purpose to argue on the possibility of reforming guzheng instruction in…

Despite continuous efforts to develop teacher observation and evaluation frameworks, one-size-fits-all evaluation tools may not be adequate for an instrumental music classroom. Since implementing the Every Student Succeeds Act (ESSA) in 2015, teacher evaluation has shifted from a high-stakes accountability model to models focused on feedback and…

In this paper, we discuss a perennial question in the field of music teacher education: is school music education better served with generalist or specialist teachers? To answer this question, we discuss the educational policy reforms implemented in two African countries, Uganda and South Africa, and in Spain as well. We also discuss how teacher…

This article reports findings from a study that sought to identify barriers to music and music education in the UK. Emerging from empirical research involving n = 723 participants and clarified by an evidence base of over 10,000 research participants, the key findings presented in this paper relate to "pupil and participant voice and…

The purpose of this multiple case study was to examine the experiences of four elementary general music teachers (first year, early-career, mid-career, late-career) during the time of COVID-19. We considered impacts on the participants' instruction and professional lives from data that were collected throughout the 2020-2021 academic year.…

The lockdown imposed in Spain as a result of COVID-19 made it necessary to rethink educational processes. In this situation, digital technologies offered the most efficient solution by moving all teaching to an online format. The purpose of this study is to analyze the adaptations made in music schools and conservatories. To achieve this, an ad…

"How is a person to live a balanced, productive, and joyous life as a scholar of music education?" I address four values that are at the heart of scholarship in music education: scholarly publication, scholarly teaching, scholarly service, and scholarly change. Although these values represent what Donald Kennedy (1997) thinks of more…

The purpose of this study was to examine preservice music educators' perceptions of how the culture of a music teacher education programme and its embedded communities of practice influenced their occupational identity development. Research questions were (1) What specific cultural influences and communities of practice, if any, did the…

This article conceptualizes and discusses change in music teacher education. Results from the FUTURED research project provide the starting point for the article. The project explored various dimensions of change within the music education programs in Norwegian generalist teacher education. In this project, change was regarded as having a…