From University to Classroom: Preparing Future Music Teachers for Democratic and Inclusive Pedagogies in Kosovo
Session
Modern Music and Audio Production
Description
The preparation of future music teachers is a cornerstone of building equitable, participatory, and inclusive education systems. In post-conflict societies such as Kosovo, music teacher education plays a pivotal role in shaping how democratic values and cultural diversity are enacted in classrooms. While curricular reforms have aimed to align with European standards, challenges remain in ensuring that teacher training programs address the realities of diverse and evolving classrooms. This paper examines the current state of music teacher education in Kosovo, focusing on how university-level programs prepare student teachers to implement democratic and inclusive pedagogies. The study draws on my experience as a university lecturer and mentor to preservice music teachers, as well as on data collected from curriculum reviews, interviews with faculty, and surveys with student teachers. Findings highlight a disconnect between the theoretical emphasis on democratic ideals and the practical realities faced by future teachers. While courses reference participation, diversity, and inclusion, there is limited space for experiential learning, reflection, and practice-based approaches that prepare teachers to navigate complex social dynamics. Moreover, institutional constraints, such as rigid curricula and limited collaboration with schools, further hinder the development of innovative pedagogies. The paper proposes a model for strengthening teacher education through participatory methods, including peer teaching, co-design of lessons with students, and community-based practicum experiences. By reimagining the role of teacher educators as facilitators rather than transmitters of knowledge, music teacher education can foster a generation of educators who are prepared to build inclusive, democratic classrooms. Implications for policy, curriculum development, and international collaboration are discussed, offering pathways for transforming teacher education to meet the needs of Kosovo’s diverse student population and to contribute to broader societal cohesion.
Keywords:
Music teacher education, Democratic pedagogy, Inclusive education, Participatory learning, Curriculum reform
Proceedings Editor
Edmond Hajrizi
ISBN
978-9951-982-41-2
Location
UBT Lipjan, Kosovo
Start Date
25-10-2025 9:00 AM
End Date
26-10-2025 6:00 PM
DOI
10.33107/ubt-ic.2025.276
Recommended Citation
Luzha, Besa, "From University to Classroom: Preparing Future Music Teachers for Democratic and Inclusive Pedagogies in Kosovo" (2025). UBT International Conference. 3.
https://knowledgecenter.ubt-uni.net/conference/2025UBTIC/MMDPM/3
From University to Classroom: Preparing Future Music Teachers for Democratic and Inclusive Pedagogies in Kosovo
UBT Lipjan, Kosovo
The preparation of future music teachers is a cornerstone of building equitable, participatory, and inclusive education systems. In post-conflict societies such as Kosovo, music teacher education plays a pivotal role in shaping how democratic values and cultural diversity are enacted in classrooms. While curricular reforms have aimed to align with European standards, challenges remain in ensuring that teacher training programs address the realities of diverse and evolving classrooms. This paper examines the current state of music teacher education in Kosovo, focusing on how university-level programs prepare student teachers to implement democratic and inclusive pedagogies. The study draws on my experience as a university lecturer and mentor to preservice music teachers, as well as on data collected from curriculum reviews, interviews with faculty, and surveys with student teachers. Findings highlight a disconnect between the theoretical emphasis on democratic ideals and the practical realities faced by future teachers. While courses reference participation, diversity, and inclusion, there is limited space for experiential learning, reflection, and practice-based approaches that prepare teachers to navigate complex social dynamics. Moreover, institutional constraints, such as rigid curricula and limited collaboration with schools, further hinder the development of innovative pedagogies. The paper proposes a model for strengthening teacher education through participatory methods, including peer teaching, co-design of lessons with students, and community-based practicum experiences. By reimagining the role of teacher educators as facilitators rather than transmitters of knowledge, music teacher education can foster a generation of educators who are prepared to build inclusive, democratic classrooms. Implications for policy, curriculum development, and international collaboration are discussed, offering pathways for transforming teacher education to meet the needs of Kosovo’s diverse student population and to contribute to broader societal cohesion.