Cairo University
Faculty of Specific Education
Department of Pedagogical and
Psychological Sciences
Preparation of the Music Education Teacher in Egypt within the Challenges and Variables of the 21st Century
A proposal submitted by student
Heba Abd el-Fatah Mosaad Mohamed Hommos
In partial fulfillment of the requirements of obtaining Master's Degree from the Faculty of Specific Education in Music Education
Major: Principles of Music Education
Under the Supervision of
Prof. Dr. Amira Sayed Farag
Professor of solfage , Eurhythmic and Imrovisation
And Former Dean of the Faculty of Music Education, Helwan University Ass. Prof. Dr. Ali El-Sayed Tanash
Assistant professor of Education at the Faculty of Specific Education, Cairo University
Cairo
2010
Research Summary
Introduction:
Our modern world has witnessed tremendous developments and radical changes in the objectives and policies of education, especially the systems and programs of preparing teacher in general, and the music education teacher, in particular. This is affected by the pressures imposed by the scientific and technological progresses. All countries of the world are now obliged to adapt their various systems, notably the educational ones, with the methods, patterns and frames of work that cope with the capabilities and cultures of their people.
Accordingly, most countries are concerned with preparing their teachers in a manner that make them able to face the challenges of the present age, the most important of which are the technological subordination, nutritional safety, health safety, utilizing natural resources, cultural dependency, religious deterioration, and dealing with the issues of the knowledge breakthrough that result from such rapid changes in science and technology and place a great burden on the political, economic and social aspects of life, and on education as well as on preparing teacher in general and the music education teacher, in particular.
Research Problem:
Some pedagogical studies and researches refer to the fact that the field of preparing the music education teacher in Egypt and in some Arab states, is still in need of more studies and researches in the field of this preparation, in order to be able to play their role effectively, namely to the sound bringing up of students in all respects.
Based on the above, it is obvious that we have to reconsider the programs of preparing the music education teacher, especially as related to the following: selection, admission, study, syllabus and curricula, field training, evaluation and examination.
Research Inquiries:
Therefore, the problem of the research may be formulated in the following main question:
How can a music education teacher be prepared in Egypt in order to face the challenges and variables of the present age ?
Several secondary questions may emerge from this principal question, such as:
1- What are the most important challenges and variables that affect preparing the music education teacher in Egypt at the present time?
2- What are the contemporary universal trends that are prevalent in preparing the teacher of music education?
3- What is the status of preparation of the music education teacher in Egypt at the present time? What is the philosophy upon which the preparation process is based? And what are the principles and bases upon which this policy is founded?
4- What is the proposed future conception as to the preparation of the music education teacher in Egypt to face the challenges and variables of the 21st century? And how to reach the anticipated levels of quality with their systems of preparation?
Research Objectives:
1- To be acquainted with the most important challenges that face the preparation of the music education teacher.
2- To highlight some contemporary universal trends in the field of music education, and to make use of the experiences of some countries in this field.
3- Recognizing the reality of systems development in music education teacher preparation institutions in Egypt.
4- To reach some results and recommendations that help in developing the systems and programs of preparing the music education student in Egypt.
5- Develop a future vision can be a general framework for systems and teacher preparation programs music education in Egypt.
The importance of this research is due also to the following:
1- The researches and scientific studies – as far as the researcher knows – are rare in the field of preparing the music education teacher in Egypt.
2- To know the importance of the musical activity in achieving the comprehensive development of the child in one part, and to awaken the artistic taste of the child to be evident in his human character. In this way, the child grows up loving beauty and charity and hates violence and ugliness.
Research Sample:
Is an intended sample of the members of the teaching staff who are specialized in the music education at the faculty of music education "Helwan University" , the Faculty of Specific Education " Cairo University " Music Education Division . The sample consists (10) of faculty members .
Research Tools:
Are represented in the following:
1- Form of opinion poll , ( to build a list of skills ) .
2- List of skills , ( prepared for the application ) .
Research Limits:
They include the following:
1- The preparation of music teacher education with regard to: the selection and acceptance of systems, systems study, courses, curriculum and teaching practice (field training), and calendar systems and examinations ,(These aspects and dimensions within the field study).
2- Time limits for the field study (year 2008 to 2009), at the Faculty of Musical Education (Helwan University), Faculty of Specific Education (Cairo University).
Research Conclusions:
1- The student does not know the exact mission of the Faculty and its role in the society.
2- The abilities examinations do not measure the musical aptitude of the student.
3- The student is not familiar with all the latest developments in the various educational theories to apply in his/her field of specialty.
4- The student is not concerned much with participating in the educational and musical scientific conferences.
5- The student has low degree of participation in the society and does not try to solve them.
6- Curricula and syllabus are not well developed according to the contemporary developments and variables to face the challenges of the 21st century.
7- The musicians and the educationalists do not work with each other in society. They do not make students attend rehearsals or festivals nor make them visit libraries or studios.
8- There is no suitable qualification that helps the student, who will be a teacher, to participate in the therapeutic organizations.
9- There are no sufficient musical workshops to overcome learning difficulties.
10- There should be music educational activities that serve the environment and achieve aesthetic objectives.
