Structural reforms and paths of modernization in music teacher training in China (policy and curriculum renewal)

the system of music teacher training in China is undergoing dynamic reforms aimed at overcoming existing challenges and aligning the education of music educators with the demands of modern schooling. This article examines the key directions of structural transformations and policy initiatives implemented in the field of music pedagogy. Particular attention is given to the renewal of curriculum content in order to achieve a balance between musical and pedagogical disciplines, the integration of theory with practice through continuous teaching internships, and the development of a broad range of competencies among future teachers. The article describes measures to strengthen teaching practice (including the introduction of multi-stage practice-oriented training and a dual mentorship system), to revise curricula (reducing excessively theoretical and performance-based hours, introducing methodological modules, and promoting interdisciplinarity), and to encourage innovative teaching methods in universities (student-centered approach, creativity development). In addition, it analyzes policies aimed at improving the quality of teaching staff (retraining of university educators, engaging renowned performing musicians in teacher training) and the use of international experience (diversification of training models, overseas internships, extension of study duration to the master’s level). The article concludes that a comprehensive set of measures–from state recognition of the specialty “Music Education” and the development of unified standards to targeted innovations in individual universities–has formed a new, integrated, and practice-oriented system of music teacher training that meets the demands of the times.

reforms in teacher education, music education in China, curriculum, teaching practice, mentorship, teacher competencies, innovation in teaching, international experience