Transformational changes have swept across the South African educational land-scape in the post-apartheid era. The aim of the research presented in this book was to determine how an effective teacher education framework for music education (MusEd) in the Foundation Phase (FP) can be developed. The research explored the various changing forces (contextual, institutional, biographical and programmatic) that influence Higher Education practices and programme content in the preparation of MusEd student teachers. The research achieved this aim through examining the perspectives of current MusEd teacher educators and curriculum experts, on the teaching and learning methods and practical activities in MusEd programmes at their various Higher Education Institutions, their experiences of push and pull forces in their working environments, and their responses to decolonisation directives. This book reports on original research, it has been internationally peer reviewed prior to publication and it is targeted for use by scholars and researchers in the broad field of education and related fields.weiterlesen