音乐教师素质外文文献.pdfVIP

MUSIC TEACHER QUALITY AND THE PROBLEM OF ROUTINE EXPERTISE RANDALL EVERETT ALLSUP Teachers College Columbia University allsup@exchange.tc.columbia.edu Education in the twenty-first century witnessed a profound shift in emphasis from the teacher to the learner, or from pedagogical inputs to learner outcomes. According to neoliberal logic, the teacher is the primary value-add in a rela- tionship that is best characterized as cause (instruction) and effect (learner outcome). As a result, the problem of teacher quality has emerged as the central question of our day. What is effective teaching? What does teacher quality look like? Traditional music educators will posit that excellence in norm-governed forms is the most reliable measure of teacher quality. This essay makes a case for a richer and more varied conception, embracing diversity and openness as defining ideals. Keywords: Music teacher quality, music teacher expertise, musical achievement; music education and diversity, musical forms. This article is about what constitutes a quality music teacher at this moment in time. What kind of music teacher do our students deserve? How can university music teacher education programs better prepare a new generation of teachers to meet their needs? I pose these questions in a context of global educational crisis.1 © Philosophy of Music Education Review, 23, no. 1 (Spring 2015) 6 philosophy of music education review, 23:1 Around the world, a results-driven consortium of governmental and non-gov- ernmental organizations is employing considerable resources to reshape public opinion about the purpose of public schooling. These pro-business forces are concerned with the relationship between teacher effectiveness and economic competitiveness, reducing the complexity of deeply philosophical problems to “skim milk” question