A Comparison of the Entrance Examinations for Postgraduate Music Education at Selected Estonian and Finnish Universities

Abstract

The primary goal of music teacher education programs is to produce good teachers for schools and how to identify them through entrance examinations. This study examines the kind of entrance examinations in place at the masters’ level in music education in Estonian and Finnish universities, and the similarities or differences between these examinations. In this study, the aims, content, focus areas, and the background philosophy of the entrance examinations are compared and discussed. Similarities identified include testing of aptitude to become a music teacher, practical musicianship, singing, playing different instruments, music theory and solfége. The main differences revealed that in Estonia there are two entrance examinations (Bachelor and Master level) and a teaching session for candidates is not required. What is most challenging to evaluate is the pedagogical motivation because the entrance examination cannot assess long-term motivation, commitment required to teach music or reacting in problem situations.