Music Education Training and Classroom Practice: Evidence from Two Rwandan Teacher Training Colleges
Published online: 1 Dec 2025
Abstract
Purpose – This study aims to analyze the disparities in music education provision within two Teacher Training Colleges (TTCs) in Rwanda and examine their practical implications in affiliated demonstration primary schools. The study seeks to understand how music education within teacher preparation programs contributes to learners’ creativity, cultural awareness, cognitive development, and emotional intelligence, and to what extent its implementation aligns with national curriculum expectations. Research Methodology/Design/Approach – A qualitative case study approach was employed to investigate the curriculum, pedagogical practices, and instructional readiness of TTCs. Data were collected through semi-structured interviews with primary school teachers, student teachers, and music tutors; classroom observations involving integrated lessons; and document analysis of lesson plans, curriculum frameworks, and resource inventories. This approach enabled a comprehensive exploration of how music education is delivered and contextualized in both TTCs and demonstration schools. Findings – The findings reveal substantial inconsistencies in the quality and frequency of music education instruction. Practical music lessons were allocated limited instructional time, and several instructors demonstrated insufficient musical competence and pedagogical confidence. Both TTCs and demonstration schools lacked adequate resources, particularly musical instruments and suitable teaching aids. In primary schools, music education was often intermittent or overlooked due to limited teacher capacity, resource shortages, and inconsistent curricular demands. Originality/Value – This study highlights a clear gap between teacher preparation and the actual delivery of music education in Rwandan primary schools. It recommends increasing practical music instruction time in TTCs, improving the availability of musical resources, and providing targeted professional development to strengthen consistent and effective pedagogical practice
Keywords:
music education
teachers
classroom
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Copyright (c) 2025 The Author(s). Published by Borneo Novelty Publishing
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How to Cite
Maeresera, J. ., & Ganyata, O. . (2025). Music Education Training and Classroom Practice: Evidence from Two Rwandan Teacher Training Colleges. Jurnal Edukasi Terkini, 3(1). https://doi.org/10.70310/
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