A Critical Examination of Preservice Music Teacher Preparation in Jazz: Current Policies Influencing Curricula, Certification, and Pedagogical Competency in Oklahoma

The curricula for preparing preservice teachers in music education has experienced progressive and innovative thinking for years. Preservice music education teacher preparation programs' (MUED-TPPs) curricula should adequately and comprehensively prepare students to deliver successful, standard-based instruction in all areas of music, including jazz. The purpose of this investigation was to examine policies that influence jazz education in MUED-TPP curricula, subject area certification exams, and pedagogical competency expected of classroom music educators in Oklahoma. I examined accredited curricula from all undergraduate MUED-TPPs (instrumental emphasis) at degree-granting colleges/universities in Oklahoma (N = 18), as well as state-level requirements for subject-area licensure and teacher certification. Data revealed instruction delivered by MUED-TPPs concerning jazz competence remains unfavorably intermittent, indicating that no institution required a jazz course of any kind toward degree completion. Further examination of the findings (a) highlight critical insights regarding equity and access to jazz instruction, (b) call into question certification exam contents for instrumental music teachers, and (c) suggest a need for increased preparation of preservice instrumental music teachers to meet the diverse needs of students. I postulate the need for the inclusion of jazz pedagogy coursework in the instrumental MUED-TPP curriculum and suggest a revision of music teacher certification policies to address competencies in jazz instruction.