Factors Affecting Individuals’ Decisions to Enter Music Teacher Education Doctoral Programs

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
David Teachout, Associate Professor; Department Chair (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: There is an emerging shortage of those responsible for training music teachers in the United States. Asmus (2001) characterized such a shortage as the “new challenge…befalling music education” (p. 3). When prognosticating the resultant effect on K-12 education, he warned that this shortage is “the single biggest threat to the health of music in our nation’s schools” (p. 4). Since 1998, there has been a notable decline in the number of doctoral degrees granted in music education. From a high of 101 in 1998, the number of music education doctoral degrees granted at NASM-accredited institutions has dropped to 88 in 1999, and 76 in 2001 (HEADS, 1999, 2000, 2002). The situation has been exacerbated further by an increasing demand for college positions in music education over the past twenty years. In 1980, music education vacancies were 6.50% of the total number of vacancies in all areas of music in higher education. By 2000, music education vacancies rose to be 10.66% of the total. Over the same twenty-year time period, vacancies in the broad areas of studio instruction, ensemble instruction, and academic instruction fell, while those in music education rose substantially (Hickey, 2002).

Additional Information

Action Criticism and Theory for Music Education
Language: English
Date: 2004
music education, music doctoral programs, music teacher educator shortage

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