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Using narrative accounts and PSTs’ questionnaire data analyzed with Interpretative Phenomenological Analysis, the study reports initial experiences and findings across sites and cultural contexts. It shares highs related to enjoyment and learning from culture bearers, and lows related to language and accompaniment, arguing music education can explore cultural expressions and support positive attitudes toward diversity, within the limits of transferability to other institutions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-issue-5-may-2018-creating-multicultural-music-opportunities-in-teacher-education/593815/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-issue-5-may-2018-creating-multicultural-music-opportunities-in-teacher-education/593815.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the paper?","Question",{"text":112,"@type":113},"To support effective preparation of pre-service teachers for multicultural classrooms by using intercultural music education as a learning vehicle.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data and analysis methods does the study use?",{"text":117,"@type":113},"The study draws on narrative accounts and pre-service teachers’ questionnaire data, analyzed using Interpretative Phenomenological Analysis to code and interpret PST responses.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the paper report as key strengths and challenges?",{"text":121,"@type":113},"It highlights highs connected to enjoyment and learning from culture bearers, and lows related to language constraints and accompaniment issues across the three settings.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593815,1792167581,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 43\u003Cbr>Issue 5 Australian & New Zealand Association for\u003Cbr>Research in Music Education | Article 3 |\n| --- | --- |\n| 2018\u003Cbr>Creating Multicultural Music Opportunities in Teacher Education: Sharing Diversity through Songs\u003Cbr>Dawn Joseph\u003Cbr>Deakin University, [djoseph@deakin.edu.au](djoseph@deakin.edu.au)\u003Cbr>Rohan Nethsinghe\u003Cbr>RMIT University, [rohan.nethsinghe@rmit.edu.au](rohan.nethsinghe@rmit.edu.au)\u003Cbr>Alberto Cabedo Mas\u003Cbr>Universitat Jaume I of Castelló, Spain, [cabedoa@edu.uji.es](cabedoa@edu.uji.es) |  |\n\nRecommended Citation  \nJoseph, D., Nethsinghe, R., & Cabedo Mas, A. (2018). Creating Multicultural Music Opportunities in Teacher Education: Sharing Diversity through Songs. Australian Journal of Teacher Education, 43 (5).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol43/iss5/3](http://ro.ecu.edu.au/ajte/vol43/iss5/3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss5/3](http://ro.ecu.edu.au/ajte/vol43/iss5/3)  \nAustralian Journal of Teacher Education  \nCreating Multicultural Music Opportunities in Teacher Education: Sharing diversity through Songs  \nDawn Joseph  \nDeakin University  \nRohan Nethsinghe  \nRMIT University  \nAlberto Cabedo Mas  \nUniversitat Jaume I of Castelló, Spain  \nAbstract: This paper contributes to the knowledge base for preparing  \npre-service teachers (PSTs) for contemporary multicultural  \nclassrooms. To do so, we refer to our ongoing project “See, Listen  \nand Share: Exploring intercultural music education in a transnational  \nexperience” across three Higher Education sites (Australia and  \nSpain). Drawing on our narrative, and PSTs ’ questionnaire data,  \nusing Interpretative Phenomenological Analysis to analyze and code the PST data, we report on our initial experience and findings across  \nthe three sites and cultural contexts. Generalisations to other  \ninstitutions cannot be made. We discuss what was taught and how it  \nwas taught in our three settings, highlighting some key highs in  \nrelation to enjoyment, and learning from culture bearers and some  \nlows in relation to language and accompaniment. We contend that  \nmusic education in teacher education courses may serve as an  \neffective vehicle to explore cultural expressions, enabling positive  \nattitudes towards cultural diversity.  \nIntroduction  \nHigher education institutions across the globe are increasingly becoming more regulated on a number of fronts in relation to new forms of knowledge, pedagogies, assessment, learning engagement and quality assurance (Bahr, 2016) . Hence, academics are challenged to strike the right balance between higher education governance, and curriculum and pedagogy matters regarding their teacher education courses (programs/degrees) . Tertiary teacher educators are expected to consider the quality of their work in relation to contemporary classrooms practice intersecting with 21st century innovation and diverse student needs. In the mix, society and schools are becoming increasingly multicultural and multilingual as globalization contributes to our diverse classrooms. In Australia for example, the Australian Institute for Teaching and School Leadership (AITSL) and Initial Teacher Education (ITE) providers ensure that teacher education program standards are met and relate to the Professional Standards for Teachers (Bahr, 2016) . These standards include quality teaching for diverse multicultural classrooms. Therefore, as tertiary music educators we are called to prepare pre-service teachers (PSTs) to be culturally responsive through our music units (subjects) as they will face multicultural classrooms. The notion of multiculturalism and multicultural education is not a new phenomenon. Broadly, the term multiculturalism personifies respect for diversity and acceptance of difference (Henry & Kurzak, 2013; Hancocks, 2016). Almost two decades ago, Gay and Howard (2000) outlined the need for  \nVol 43, 5, May 2018 32  \nAu","cbCaidekMv9PHnMI","https://ap.wps.com/l/cbCaidekMv9PHnMI","pdf",447446,17,"English","# Abstract\n# Introduction","[{\"question\":\"What is the main purpose of the paper?\",\"answer\":\"To support effective preparation of pre-service teachers for multicultural classrooms by using intercultural music education as a learning vehicle.\"},{\"question\":\"What data and analysis methods does the study use?\",\"answer\":\"The study draws on narrative accounts and pre-service teachers’ questionnaire data, analyzed using Interpretative Phenomenological Analysis to code and interpret PST responses.\"},{\"question\":\"What does the paper report as key strengths and challenges?\",\"answer\":\"It highlights highs connected to enjoyment and learning from culture bearers, and lows related to language constraints and accompaniment issues across the three settings.\"}]","Australian Journal of Teacher Education - Issue 5 - May 2018 - Creating Multicultural Music Opportunities in Teacher Education | PDF",1792077967,43]