Effective teacher attributes: Perceptions of early-career and pre-service music teachers

In the current climate of Australian teacher education, reviews of both music education and teacher education training are high on the political agenda. In addition there is a well-documented need to research the best ways to prepare music teachers (Asmus, 2000), particularly reflecting the needs of pre-service and earlycareer teachers (Yourn, 2000). No studies to date have been conducted comparing pre-service and early-career teachers' perceptions of their needs in relation to knowledge and skills (teacher attributes). This paper examines the desirable attributes of effective teachers from the perspectives of pre-service and early-career music teachers and draws conclusions for the reconceptualisation of pre-service teacher education courses