Traditions in music teacher training in Chile: two case studies to understand responses to musical academicism and educational neoliberalism
Abstract
This article aims to understand the ways in which the formative traditions underlying music teacher education curricula in Chile are represented. It introduces the topic through a brief historical review of music teacher education in Chile, followed by a description of existing formative traditions in music teacher education curricula at the international level. This qualitative work presents two case studies carried out in the city of Santiago de Chile. Through information obtained from documentary analysis, observations, interviews and discussion groups, and the corresponding analysis, it is concluded that in music teacher training there are both adaptive and radical proposals to the school reality, which combined with musical academicism and its forms of learning achieve unique and dissimilar experiences, some of them with conservative and others with critical tints
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