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Three themes structure the historical account: mandatory music experiences at Sydney Teachers’ College, music within the teacher classification examinations, and the Department’s professional development opportunities in music.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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was appropriately trained teaching a priority in New South Wales schools?","Question",{"text":63,"@type":64},"The need for suitably trained teachers to teach in schools was a priority for the Department of Education since public education began in the 1850s.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What was the pupil-teacher system in its original form?",{"text":68,"@type":64},"Pupil-teachers taught classes under qualified teachers while also receiving instruction from their head teacher, serving as a four-year apprenticeship starting at a minimum age of thirteen.",{"name":70,"@type":61,"acceptedAnswer":71},"Which three themes guide the historical development of music teacher training from 1920 to 1956?",{"text":72,"@type":64},"The account focuses on mandatory music experiences at Sydney Teachers’ College, music in the teacher classification examination system, and Departmental professional development opportunities in 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Chaseling  \nSchool of Education, Southern Cross University, [NSW. Email: marilyn.chaseling@scu.edu.au](NSW. Email: marilyn.chaseling@scu.edu.au)  \nWilliam E. Boyd  \nSchool of Science, Environment & Engineering, Southern Cross University, [NSW. Email: william.boyd@scu.edu.au](NSW. Email: william.boyd@scu.edu.au)  \nAbstract  \nThe need for appropriately trained teachers to teach in its schools has been a priority for the Department of Education (hereafter referred to as the Department) since the beginning of public education in New South Wales in the 1850s. This paper presents an overview of the provisions made by the Department for the musical development of its primary teachers at both the pre-service and professional development stages of their teaching careers during the middle decades of the twentieth century. Teacher training in the second half of the nineteenth century culminated in education reforms in 1904, which set the scene for twentieth century teacher training in New South Wales. Gradual changes in teacher training and teacher professional development in music between 1920 and 1956 provided the basis of the contemporary teacher-training regime in New South Wales. Three main themes were important in this historical development: the mandatory music experiences provided to trainee teachers at Sydney Teachers’ College; music in the teacher classification examination system; and Departmental professional development opportunities in music.  \nKey words: teacher training, Sydney Teachers’ College, teacher classification examinations, William Wilkins, pupilteachers, teachers’ examinations, teacher professional development, Theodore Tearne  \nAustralian Journal of Music Education 2014:2,62-76  \nBackground  \nA mid-nineteenth century inability to find enough trained teachers for New South Wales’ state schools led William Wilkins, the most influential educator in New South Wales in the second half of the nineteenth century, to advocate successfully in 1851 for the introduction of the pupil-teacher system of training teachers that he had experienced in England. Pupil-teachers had two roles: each school day they taught classes of children under the direction of a qualified  \nteacher, and as students themselves received instruction from their head teacher as part payment for their teaching. With a minimum age of thirteen years at the start of their employment, pupil-teachers served a four-year apprenticeship1. The pupil-teacher system was an expeditious and inexpensive way of securing additional ‘teachers’for schools. However, it had the potential to produce generations of teachers with a narrow range of professional knowledge and skills, asthe professional preparation of pupil-teachers  \nwas largely dependent on the expertise and commitment of head teachers, most of whom had themselves come up through the ranks of pupil-teachers.  \nIn the latter decades of the nineteenth century, in an effort to gain better-trained teachers, the Department of Education determined that pupilteachers who sought to become teachers must pursue a period of professional preparation at its training school. In 1867, the training period was from one to three months. In 1872, it was extended to six months and then, in 1875, to twelve months for the most promising ex-pupilteachers. In the 1870s, classes at which pupilteachers could receive instruction were also organised in Sydney and elsewhere on Saturday mornings and later Wednesday afternoons. In 1883, Hurlstone House was established in Sydney as the training school for women, while men continued to be trained at Fort Street Training School2. Hence, in the latter period of the nineteenth century, the Department saw benefits in a more extended period of professional preparation for its teachers in a facility independent from schools and with instruction determined and controlled by the Department.  \nBy the tur","cbCaih9wEI4pEpo0","https://ap.wps.com/l/cbCaih9wEI4pEpo0","pdf",127707,15,"English","# Background\n## Pupil-teacher system and early training mechanisms\n## Shift to Department-controlled training schools\n## Teacher training reforms in the early 1900s\n# Key themes in musical teacher development\n## Mandatory music experiences at Sydney Teachers’ College\n## Music in the teacher classification examination system\n## Departmental professional development opportunities in music","[{\"question\":\"Why was appropriately trained teaching a priority in New South Wales schools?\",\"answer\":\"The need for suitably trained teachers to teach in schools was a priority for the Department of Education since public education began in the 1850s.\"},{\"question\":\"What was the pupil-teacher system in its original form?\",\"answer\":\"Pupil-teachers taught classes under qualified teachers while also receiving instruction from their head teacher, serving as a four-year apprenticeship starting at a minimum age of thirteen.\"},{\"question\":\"Which three themes guide the historical development of music teacher training from 1920 to 1956?\",\"answer\":\"The account focuses on mandatory music experiences at Sydney Teachers’ College, music in the teacher classification examination system, and Departmental professional development opportunities in music.\"}]","The slow process of modernising teacher training in music in New South Wales, 1920-1956 | PDF",1792077614,38]