Pathways from global education understandings to teaching music

Research has shown that undergraduate disciplinary study provides new teachers with knowledge schemas derived from their discipline. The key question considered in this article is: what existing disciplinary knowledge do pre-service music teachers call upon to construct their schemas of global education? This is a critical question as global education is introduced to a range of national curriculums. Further, this article investigates ways music disciplinary schemas connect with knowledge, skills and values for pre-service teachers of high school music, and how this influences their approach, understanding and future teaching of global education. The conclusion is that global education, with its knowledge, skills and attitudes, pervades all school subjects and that teaching music incorporates global knowledge, skills and attitudes in quite specific ways.