British Journal of Music Education最新文献

Beginning music teachers’ perspectives on the effectiveness of a music teacher preparation programme in South Korea 初学音乐教师对韩国音乐教师预备课程有效性的看法

IF 2 3区教育学

British Journal of Music Education Pub Date : 2026-04-17 DOI: 10.1017/s0265051726100874

Jihae Shin

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Accessing musical and curriculum literacies: historical echoes for music teacher practices in the English secondary school 获取音乐和课程素养：英语中学音乐教师实践的历史呼应

IF 2 3区教育学

British Journal of Music Education Pub Date : 2026-03-31 DOI: 10.1017/s0265051726100862

Anthony Anderson, Adam Whittaker

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Forty years of the General Certificate of Secondary Education: analysing the role of the performing–composing–appraising examination structure in secondary music education in England, Wales, and Northern Ireland 中等教育普通证书四十年：分析英格兰、威尔士和北爱尔兰中等音乐教育中演奏-作曲-评价考试结构的作用

IF 2 3区教育学

British Journal of Music Education Pub Date : 2026-03-27 DOI: 10.1017/s0265051726100849

Gary Beauchamp, Thomas Breeze, Vivienne John, Elizabeth H. MacGregor

{"title":"Forty years of the General Certificate of Secondary Education: analysing the role of the performing–composing–appraising examination structure in secondary music education in England, Wales, and Northern Ireland","authors":"Gary Beauchamp, Thomas Breeze, Vivienne John, Elizabeth H. MacGregor","doi":"10.1017/s0265051726100849","DOIUrl":"https://doi.org/10.1017/s0265051726100849","url":null,"abstract":"The introduction of the General Certificate of Secondary Education (GCSE) in 1986 marked a significant shift in music education practice across England, Wales, and Northern Ireland. Unlike previous qualifications, the GCSE emphasised a central triumvirate of accessible, practical skills – performing, composing, and appraising – which, forty years later, remain foundational in secondary music education across the three nations. In this article, we therefore analyse how the tripartite performing–composing–appraising structure has shaped the development of the GCSE between 1986 and 2026. Using historical and documentary evidence, we identify four trends of political quiescence, progressive divergence, neoliberal convergence, and neoconservative coalescence, and suggest that across all three nations a subtle shift towards a fourfold performing–composing– knowing –appraising framework is beginning to erode the GCSE as an accessible, practical approach to assessment.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"16 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147519247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Transitioning from music teacher education to professional life: spatially situated possible selves 从音乐教师教育到职业生活的过渡：空间定位的可能自我

IF 2 3区教育学

British Journal of Music Education Pub Date : 2026-03-27 DOI: 10.1017/s0265051726100837

Catharina Christophersen, Silje Valde Onsrud

{"title":"Transitioning from music teacher education to professional life: spatially situated possible selves","authors":"Catharina Christophersen, Silje Valde Onsrud","doi":"10.1017/s0265051726100837","DOIUrl":"https://doi.org/10.1017/s0265051726100837","url":null,"abstract":"This article explores how pre-service music teachers in Norway reflect on their future professional identities and career trajectories during the final year of a five-year generalist teacher education programme. We analyse two group interviews with eight participants – one conducted during the writing of their master’s theses and one shortly after submission. The study is framed by the concept of spatially situated possible selves , combining Markus and Nurius’ theory of possible selves with Massey’s spatial theory to examine how imagined futures could be shaped by institutional, geographic, and social contexts. Thematic analysis reveals four key areas of reflection: career awareness, the influence of past experiences, the shaping role of music teacher education, and the participants’ hybrid positioning between student and teacher roles. Findings suggest that the master’s thesis serves as a transitional tool for professional development and identity formation. We argue that music teacher education can be understood as a contested and evolving space – a multiplicity of ‘stories-so-far’ – where future selves are imagined, negotiated, and constrained.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"5 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147518779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The personal and professional identity of secondary classroom music teachers in England 英国中学课堂音乐教师的个人认同与职业认同

IF 2 3区教育学

British Journal of Music Education Pub Date : 2026-03-02 DOI: 10.1017/s0265051726100680

Christopher Dalladay

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Everyday musical interactions among children and their parents in Spain: a comparison between their musical experiences and parental perceptions 西班牙儿童与父母之间的日常音乐互动：他们的音乐体验与父母观念的比较

IF 2 3区教育学

British Journal of Music Education Pub Date : 2026-02-16 DOI: 10.1017/s0265051726100709

Daniela Lerma-Arregocés, Jèssica Pérez-Moreno

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Navigating the intersection of generative artificial intelligence and democratic pedagogy in music education in Macau 澳门音乐教育中生成式人工智能与民主教学法的交集

IF 2 3区教育学

British Journal of Music Education Pub Date : 2026-02-12 DOI: 10.1017/s0265051726100692

Katy Ieong Cheng Ho Weatherly

{"title":"Navigating the intersection of generative artificial intelligence and democratic pedagogy in music education in Macau","authors":"Katy Ieong Cheng Ho Weatherly","doi":"10.1017/s0265051726100692","DOIUrl":"https://doi.org/10.1017/s0265051726100692","url":null,"abstract":"This study investigates the intersection of generative artificial intelligence (GenAI) and democratic pedagogy in K-12 music education in Macau, centring on the experiences of a single teacher, Adam, throughout a school year. This study explores how GenAI tools assisted Adam in teacher planning, shifting learning objectives and bridging gaps among students in the music classroom. The data further highlighted a paradox in integrating GenAI in music education: while Adam saw AI tools as enhancing certain aspects of creative expression, such as generating musical ideas or assisting in composition, he also recognised AI’s deterministic nature as a constraint on deeper creative agency and critical engagement. This research contributes to the growing discourse on GenAI in education, problematising the assumption that GenAI inherently democratises music education. It emphasises the critical importance of thoughtful GenAI implementation to ensure that it complements rather than supplants the essential human elements of teaching, advocating for a holistic and sustainable approach to personalised and democratic music education.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"28 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146160331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring implementation of the UK Misogyny in Music report’s recommendations to address gender inequalities in music education in England 探索英国《音乐中的厌女症》报告建议的实施情况，以解决英国音乐教育中的性别不平等问题

IF 2 3区教育学

British Journal of Music Education Pub Date : 2026-02-09 DOI: 10.1017/s0265051726100679

Anna Bull

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Moving away from the habitus? Narrative accounts from classically trained student secondary school music teachers in Wales 摆脱习惯？来自威尔士受过古典训练的学生中学音乐教师的叙述

IF 2 3区教育学

British Journal of Music Education Pub Date : 2026-01-26 DOI: 10.1017/s0265051725100661

Vivienne John, Gary Beauchamp, Dan Davies, Thomas Breeze

{"title":"Moving away from the habitus? Narrative accounts from classically trained student secondary school music teachers in Wales","authors":"Vivienne John, Gary Beauchamp, Dan Davies, Thomas Breeze","doi":"10.1017/s0265051725100661","DOIUrl":"https://doi.org/10.1017/s0265051725100661","url":null,"abstract":"This paper builds on research conducted in 2008 by Wright into the uneasy power dynamics between a music teacher and her pupils in a secondary school music classroom in Wales as a result of her Western Classical ‘habitus’; by this, we mean the habitual behaviours, attitudes and values that are commonplace when operating as a classical musician. Some 18 years on, and in a transformative Welsh education climate, narrative data collected from pre-service teachers practising in similar classrooms in Wales suggest that they have begun to move away from their Western European classical ‘habitus’ and believe in shared pedagogic ownership that takes account of pupil voice and choice. Furthermore, in learning to teach, they develop pedagogic behaviours more akin to popular musicians, such as being more improvisatory and more willing to tolerate uncertainty. A key factor is the trusting and collaborative relationships they developed with their mentors (teacher-tutors) within an education system in Wales that has committed itself to the concept of subsidiarity. These findings mark a positive step forward for the music education community within a new and aspirational educational landscape in Wales.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"60 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146056137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Mr. Murray Schafer, listen, they are talking about you: a systematic review of the conceptual representations of your ideas in the context of 21st-century education Murray Schafer先生，听着，他们在谈论你：在21世纪的教育背景下，系统地回顾你的思想的概念表征

IF 2 3区教育学

British Journal of Music Education Pub Date : 2025-12-10 DOI: 10.1017/s0265051725100624

Felipe Zamorano-Valenzuela, Yurima Blanco-García

{"title":"Mr. Murray Schafer, listen, they are talking about you: a systematic review of the conceptual representations of your ideas in the context of 21st-century education","authors":"Felipe Zamorano-Valenzuela, Yurima Blanco-García","doi":"10.1017/s0265051725100624","DOIUrl":"https://doi.org/10.1017/s0265051725100624","url":null,"abstract":"This paper seeks to understand the different conceptual representations of R. Murray Schafer’s ideas in scholarly literature and their relevance within framework of transversal competences as a perspective of education in the 21st century. A systematic review of the literature was carried out using the PRISMA guidelines as a reference. Five multidisciplinary databases were searched between 2000 and 2024 in English, Spanish and Portuguese. The 29 scientific papers included in the review present perspectives from four continents, diverse areas of knowledge and different educational focuses and levels. The results show the relevance of three concepts: listening as a disposition, creative music education as a procedure and soundscape as an interdisciplinary resource. These concepts are approached from the artistic-musical and transdisciplinary fields, and represented from different perspectives: inclusive, aesthetic, social and economic. It is concluded that M. Schafer’s ideas are characterised by their topicality due to the transversal approach they promote, where creativity, social and environmental commitment, and the participation of all in musical learning are coherent with the challenges of musical education and training to which we aspire.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"44 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145711306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0