Teaching the non-specialist teacher to teach music: experiences in continuing education

Abstract

This dialogue between an advisor and an advised narrates and reflects upon the experiences they both had at different times in their professional lives. They discuss their work with classroom teachers without formal musical training, enabling them to acquire certain knowledge and capabilities to teach their students in the classroom. Later, they reflect on the opposite scenario, where students or musicians with strong musical knowledge teach, without minimal training in educational issues, methodologies, and reflective processes. The dialogue references authors in the field of education, such as Vigotski (2009), Schafer (1991), Nóvoa (1992), Bueno (2002), Zagonel (2003), and Chaves (2014). The methodology relies on the relevance of interviews and autobiographies in discussing the teaching profession. In conclusion, they consider the relationships between education and music, offering reflections on the training of music teachers and classroom teachers, whether within universities or outside them.