International Journal of Education & the Arts

Citation: Weidner, B. (2025). Self-study of faculty perspectives of music teacher education curricular reform. International Journal of Education & the Arts, 26(23). http://doi.org/10.26209/ijea26n23

Recognizing that institutional processes for curricular change require approval from music faculty outside of the music teacher education program, this self-study of teacher education practices (S-STEP) investigated the music department faculty perspectives at three contrasting institutions to understand similarities and differences regarding their beliefs and convictions toward music teacher education and their influences upon curricular revision processes. While faculty participants (N=26) generally agreed that curricular reforms were desirable, protection of individuals’ areas of specialization, adherence to traditional conservatory practices, and a lack of familiarity with current K-12 classrooms caused faculty to view curricular reforms differently. Reflections on this research can help music teacher educators more effectively propose and implement innovations within music teacher education.