Region - Educational Research and Reviews

The long-standing dichotomy between "Teacher-Training Orientation" and "Professional Specialization" presents a central challenge in higher music education. This theoretical study seeks to move beyond this binary opposition by proposing an integrative balancing mechanism. It begins by delineating the core concepts of both orientations, rooted in relevant educational philosophies, particularly David J. Elliott's praxial music education and Lee Shulman's concept of Pedagogical Content Knowledge (PCK). The paper then analyzes the inherent complementarity and practical tensions between cultivating expert musicians and effective music educators. The core of the argument lies in constructing a multi-dimensional balancing framework encompassing integrated curriculum design, reflective pedagogical practices, diversified assessment systems, and collaborative institutional culture. The study concludes that a synergistic paradigm, which views professional artistry and pedagogical competence as mutually reinforcing, is essential for preparing music educators capable of thriving in the 21st century.