An Innovative Pedagogical Design of Intercultural Competence Development in Music Teacher Education

Abstract

This is the second part of the longitudinal inquiry, which serves as basis revealing peculiarities of developing intercultural competence of prospective music teachers at university. The article discusses the results of the action research. The action research aimed to define and (practically) verify the strategies as well as methods of the (self-) development of intercultural competence. The aforementioned competence is particularly significant to prospective music teachers considering current changes in global society and perception of culture and educational environment. The long-term action research was conducted in the period of 2014-2017 and the sample of the research included 60 foreign Master's degree students, who chose studies at Lithuanian University of Educational Sciences (Music Education). The focus group discussion with participants in the process of education, music teacher educators, was used to analyse the research results. It showed that a highly significant role in development of intercultural competence is assigned to a higher education institution and internationalisation of a study programme. A targeted intercultural education is becoming a significant factor of intercultural competence improvement. The study confirmed that the strategies of the (self-) development of intercultural competence of prospective music teachers are efficient and successfully applicable in organising the (self-) development of intercultural competence of foreign students. The revealed educational preconditions make the basis for the development of intercultural competence of prospective music teachers. This study can be of interest to other researchers to further explore the possibilities of intercultural competence development at university.

Enhancing the Intercultural Competence Development of Prospective Music Teacher Education: A Case Study in Indonesia

“…What is expected in the intercultural competency component (Barrett, 2012) from the music teacher candidates is in line with ministry policies. Thus, the case analyzed strengthens Lasauskiene's (2018) research that the development of various intercultural competencies (Barrett, 2012) for student music teacher candidates is significant to envisage broader perspectives for personality education, development of personal and professional values and attitudes…”

A scoping review of international mindedness and related concepts in music education, 2000–2020

“…The majority of studies address pre-service teacher education in some capacity (Bartleet et al, 2020;Dawn, 2005;Đurđanović et al, 2018;Emmanuel, 2005;Joseph, 2005Joseph, , 2012aJoseph & Hartwig, 2015;Joseph & Trinick, 2016;Klopper, 2010;Lasauskiene, 2017Lasauskiene, , 2018Lasauskiene & Bagdonaviciute, 2018;Miettinen et al, 2018;Txakartegi & Gómez, 2008;Westerlund et al, 2015). For example, Miettinen et al (2018) mapped 'the intercultural competences that are required of music teacher educators and that are provided in the music education programmes at two higher music education institutions in Israel and Finland' (p. 67).…”

Assessment of Preservice Music Teachers’ Multicultural Personality: Multicultural Music Education Perspective

“…University education should provide preservice music teachers with opportunities to explore multiculturalism, shape multicultural personalities, cultivate cross-cultural competence, expand the scope of multicultural knowledge, and develop the willingness to apply multicultural understanding (Barnatt et al, 2019;Lukman et al, 2021;Plugina et al, 2021). Integrating multicultural education into the music teacher education system is significant to providing a broader perspective for developing school personality education and personal and professional values and attitudes (Lasauskiene, 2018).…”