Prethodno priopćenje
https://doi.org/10.5673/sip.56.2.4
Intercultural Competence of Future Music Teachers: Social Reality and/or Need
Amir Begić
; Umjetnička akademija u Osijeku, Odsjek za glazbenu umjetnost, Hrvatska
Jasna Šulentić Begić
; Umjetnička akademija u Osijeku, Odsjek za glazbenu umjetnost, Hrvatska
Sažetak
Intercultural competence is developed and upgraded throughout the lifetime, but its foundations
should be first laid during studies. This is only possible if the course and syllabus design
in higher education helps develop the intercultural competence of students (future teachers)
who should then in turn be able to pass this competence on their students in both urban and
especially rural areas, where it might not be sufficiently recognized. Researchers warn that
music academies in the near future might face difficulties because classical music of Western
Europe may stop being interesting for the European population as a whole. Therefore, the
intercultural approach to teaching at academies, which implies the introduction of different
cultures and their musical traditions across continents, is necessary for their further successful
functioning. This paper aims to determine whether the education of future elementary and
high school music teachers in the Republic of Croatia is focused on interculturalism, what
their attitudes on intercultural teaching and intercultural education are and whether they
evaluate themselves as interculturally competent. Some socio-demographic variables are also
examined (gender, urban/rural secondary school education) to see if and how they affect the
students’ attitudes as well as differences in their opinions with regard to the city where they
study. The survey research included 46 final year graduate students of Music Pedagogy from
17 Croatian counties who came to study at four Music/art academies (Zagreb, Split, Osijek
and Pula). The results show that teaching at Croatian academies is still focused on acquiring
professional competencies and the number of courses with intercultural content is very small.
There are no significant differences regarding urban/rural background of students but opinions
on intercultural approach to teaching differ depending on the town where they study. A
lot of students are aware of their lack of intercultural competence but are willing to improve
it. It is therefore necessary to enable all students to acquire intercultural competence and
ensure its continuous development in the lifelong learning process.
Ključne riječi
intercultural competence; students of music pedagogy; Croatian Music academies; urban and rural areas; socio-demographic variables
Hrčak ID:
201348
URI
Datum izdavanja:
15.6.2018.
Posjeta: 1.741 *