Teaching Practices of Local Music Tradition in Gansu’s Preschool Teacher Education Program

Abstract

Gansu Province, a multi-ethnic region with a rich musical heritage, provides valuable resources for preschool teacher education. However, the ways in which local music traditions are incorporated into preservice teacher training remain insufficiently explored. This study adopts a qualitative research design to examine the teaching of local music in preschool teacher education institutions in Gansu Province. Data were collected through semi-structured interviews with teacher educators and preservice teachers, classroom observations, and analysis of course documents. Thematic analysis was used to identify key patterns in current teaching practices. The findings indicate that local music is often positioned as a supplementary component of the curriculum, with limited pedagogical depth, inadequate teacher preparation, and underutilized cultural resources. In response, this study proposes context-based strategies, including strengthening the curricular status of local music, enhancing professional development for teacher educators, and developing locally grounded teaching materials. By clarifying how local music can be more effectively integrated into preservice teacher education, this study contributes to the sustainable transmission of Gansu's musical heritage and supports culturally responsive early childhood teacher education in multi-ethnic contexts.