Secondary School Teacher Training in Music
When music sounds, let's listen to it!
The basic aim of education in the field of Music Education for primary and secondary schools is to prepare a fully qualified teacher with solid knowledge and skills in the field of music education and its didactics. The content of the follow-up Master's degree is the synthesis of the acquired professional knowledge with the field of didactics of music education. Professional didactics is represented by subjects Didactics for Elementary School 1 and 2 and Didactics for Secondary Schools 1 and 2 and is supported by Didactic Practices. Both subjects emphasize the difference between both types of schools. An important moment is the blending of aesthetic and musical science disciplines with other forms of art. The knowledge, skills and attitudes gained during studies are the basis for a fully competent profession of a teacher of music education at elementary or secondary school. These competencies also give full qualification for instructor work in leisure centers, in training centers, etc.
Through studying for the Master’s degree graduates gain the necessary competences that allow them to critically apply the use of their pedagogical and psychological knowledge in practice as a teacher at a primary or secondary school. Graduates are fully qualified to pursue the profession of a teacher. They are ready to base their professional conduct on well-structured knowledge and skills from their fields of approbation (content knowledge). The effectiveness of their professional conduct is conditioned by their subject-didactic (pedagogical content knowledge) and broader pedagogical and psychological knowledge and skills (knowledge of the broader background of education, knowledge of educational practices, knowledge about people involved in education, etc.).
The degree develops students’ analytical and comparative skills, which enable them to understand the diverse pedagogical reality and to use subject-specific, pedagogical, and psychological publications in their work for planning, implementing and reflecting on educational activities. They develop communication skills important for communication and collaboration with pupils/clients, colleagues in the workplace, with parents of pupils/clients and with practitioners. An important benefit of the degree is the development of self-reflective skills that provide space for the development of attitudes towards one another, to educated individuals and to the profession: perception of the responsibility of the teaching profession, the acceptance of the moral obligations of a helping profession and its ethics.
The studies emphasise the principle of interdisciplinarity (interconnection of some pedagogical and psychological subjects) and the principle of sequence and gradation of themes and courses, from the more general to the more specific. The concept is also characterized by the interdependence of theory and practice. An important part of the concept is the reflective teaching practice. The principles of reflection on teaching practice and self-reflection are related both to practice and to other experience-oriented subjects. An important part of the concept is also the promotion of inclusion, which is perceived as a cross-curricular theme (also supported by a separate course).
The teaching practice is conceived as a coherent and gradated system with an emphasis on interconnection with theory and reflection and self-reflection of the student as a teacher.
The aim of the teaching practice is to acquire the professional competences necessary in the daily work of the teacher, to become acquainted with the roles which the teacher enters into in their work, to realize their own professional needs and to gradually take responsibility for the planning, implementation and evaluation of lessons. Throughout the teaching practice, students get a real idea of what a teacher's everyday work involves.
The teaching practice forms a coherent system of consecutive subjects. In the follow-up master's programmes, these are the subjects Teaching Practice 1 (1st semester), Teaching Practice 2 (2nd semester) and Teaching Practice 3 (3rd semester). In total, this makes up 280 hours (double-subject programme), followed by Seminar on Teaching Practice. Students enrol in the Seminar on Teaching Practice 1 twice during their studies (in the first and second semesters). The aim of the reflection is to provide students with a space for sharing and reflecting on experiences from their own teaching practice and helping them to deepen their reflective and self-reflective skills.
The system of teaching practice is regularly evaluated both through open and closed questions, both by students and the mentor teachers. The reflective seminars are also evaluated.
Website of the Department of Music:
The graduates are fully qualified to work as music teachers in primary and secondary schools and at the appropriate levels of grammar schools. Moreover, they are qualified to work in extracurricular (e.g. free-time) institutions. The graduates is ready to start her professional career on well-structured knowledge and skills in the field of music education. The effectiveness of his/her professional conduct is conditioned by his/her didactic knowledge of the content of music education at primary schools and by broader pedagogical and psychological knowledge and skills (knowledge of the broader background of education and training, knowledge of educational and educational practices, knowledge of education and training actors, etc.).
Combinations with programmes from Faculty of Education
An example of your study plan:
After completion of the Master's studies, it is possible to continue in doctoral studies (Ph.D.). At the Department of Music, Faculty of Education, Masaryk University applicants can study the programme Specialization in Pedagogy - Theory of Music and Pedagogy.
|Provided by||Faculty of Education|
|Type of studies|
|Standard length of studies||2 years|
|Language of instruction||Czech|
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Mgr. Ondřej Musil, Ph.D.