Abstract

As teachers contribute globally to the workforce, tertiary teacher educators are exhorted to prepare pre-service teachers (PSTs) for tomorrow’s classrooms. Writing within an Australia context, all private and public higher education programs (courses) are accredited through the Tertiary Education Quality Standards Agency and have to meet the Higher Education Standards Framework. This paper focuses on the Bachelor of Education (Primary)—the largest PST program at a university in Melbourne. It forms part of a research project, Pre-service Teacher Attitudes and Understandings of Music Education, and draws on 2017 PSTs questionnaire data. The data were analyzed using interpretative phenomenological analysis and reported thematically (shaping teacher identity, the importance of music education, and skills learnt from composition). Most PSTs felt they had met the unit (subject) learning outcomes and graduate learning outcomes, developing capabilities in relation to discipline, knowledge, critical thinking, and working in teams. Building PSTs’ confidence helps them plan, prepare, present, and reflect on their practice as they enter the teaching profession. Whilst limitations of the current study are acknowledged, generalizations about other programs or institutions across Australia cannot be made, though some aspects may apply and be compared to your own situation or context.