The professional ability of music teachers in current universities seriously affects the quality of teaching. The depth of a teacher’s professional knowledge and the breadth of their field of expertise directly affect their own quality improvement and also affect the formation of students’ music knowledge structure. Currently, music teachers in universities face problems such as unreasonable curriculum design, poor teaching methods, and inappropriate textbook selection, which seriously hinder music teaching in universities. In order to better promote the improvement of professional abilities of music teachers in universities, this article explored the professional development strategies of music teachers in universities. By analyzing the development issues of music majors in universities and the concept of “student-centered”, it was suggested that this concept could be applied to the professional development of music teachers in universities. Through a study of music teachers at a local university, it was found that after receiving training on the “student-centered” concept, 35% of the university’s music teachers achieved a very reasonable level of teaching design, 30% of the music teachers’ teaching methods were very reasonable, and 33.33% of the music teachers’ textbook choices were very reasonable. This article hoped to study the professional development strategy of “student-centered” university music teachers, which could play a certain role in promoting the professional development of university music teachers.

Yachun Yang. “Student-centered” Professional Development Strategy for Music Teachers in Universities. International Journal of New Developments in Education (2023) Vol. 5, Issue 13: 59-65. https://doi.org/10.25236/IJNDE.2023.051310.

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