Background/Organisation
Initial teacher training is carried out in higher education institutions – polytechnics and universities – with the Master’s degree being the minimum academic qualification for the teaching profession, according to the changes introduced within the Bologna Process.
Music education Teacher training occurs in teacher training colleges which are integrated into polytechnics or universities
The Decree-Law nº 240/2001 defines the performance profile of mainstream teachers, according the following dimensions and competencies:
Table 1: Dimensions and competencies
Dimensions | Competencies |
Professional and ethics | Encourages the development of students´ autonomy and their full inclusion in society, taking into account the complex and differentiated learning process. |
Development of teaching and learning | Promotes meaningful learning in the context of the objectives of the class curriculum, developing core competencies. |
Participation in school | Promotes interactions with families, particularly in the context of live projects and training and of their students. |
Professional development and training | Reflects on their practices, relying on experience, research and other relevant resources to the assessment of their professional development, particularly in their own training project. |
Aim to ensure appropriate academic training requirements of teaching in subject areas or disciplines falling within their area of qualification for teaching.
These are general components that all teachers’ courses have to fulfill. After this, each teacher training college or university defines the curricular areas that will constitute the study plan. Superior courses are validated by the Science and Technology Ministry.
A non-exhaustive study was conducted (site information) on the collection of Credit Units by teachers beginning training in the year of 2009/2010 in the first and second cycle of studies that lead to the qualification for teaching. The curricular plan was studied in order to identify the curricular units related to special education and with content on the inclusion of students with special needs and educational diversity. In table 1 we present the name of the Credit Units that we consider in this ‘study’.
Curriculum
a) General education:
Relate to knowledge, skills, attitudes and capabilities in the education domain for all teachers in relation to the community and analysis and participation in development of the politics of education and teaching methodologies.
Specific didactics: Relate to knowledge, skills, attitudes and skills in the teaching of curricular areas or disciplines related to music education.
b) Teaching practice (initiation):
Include observation and collaboration in supervised practice;
Provide trainees planning experiences, teaching and assessment in accordance with the powers and duties assigned to teachers inside and outside the classroom;
According to a perspective of professional development, seek good performance as future teachers and encourage critical and reflective attitudes.
c) Training in educational research methodologies:
Several research methodologies and methods are studied in relation to the development of teacher/researcher approaches. Techniques of data collection and data analysis (including learning how to work with qualitative and quantitative software) are also approached. During these classes students read and examine published articles in Music Education research,, attend to lectures and seminars and develop their skills through practical exercises proposed by their professor.
Learning and Teaching approaches
One of the best qualities of Portuguese Colleges of Education, is the relationship that normally is estabilished among students and professors. Ussally students always have the opportunity to talk and discuss with teacher their doubts and ideas in a several contexts.
Inside this contxt, learning and teaching approaches include lectures, practical group lessosn, seminars and projects. In some subjects students are required to take part in contact hours; in others it is sufficient if they sit a final examination. E-learning tools have now a major importance in colleges. Materials, exercises, interactions among teachers and student are often made through internet/intranet platforms.
Assessment /Examination
Assessment in General Education and Specific Didactics: Tests, exams, group work.
Group work can be presented as a research work in a certain topic agreed with the professor of a discipline, or as a performance work either in vocal or instrumental performance or pieces improvised or composed by students. Teaching practice is evaluated by a supervisor in a school context through observation, reports made by students, reflective sessions in groups or individually.
Teacher students are encouraged to take their own research projects as part of their practice in schools. In their 2nd cycle of studies (Master), they have to present a written report of a research project developed with their students. The evaluation results from the reading of the report and from an oral defense of this report.
.