SWOT Analysis (revisited)

SWOT Revisited

When I graduate from Coventry University in 2022, I will be entering a teacher training program for two years. By 2024, I will be a certified and qualified teacher with a Postgraduate Diploma in Education (equivalent to a Master’s degree). 

Upon reviewing my SWOT analysis, I noticed that I didn’t incorporate dangers or opportunities. 

Some of the dangers that I could face include but are not limited to: 

1. Having to fight for places in schools, 
2. Having to compete maybe with people that might be more qualified than me that may have more ABRSM theory or may have more experience in specific areas such as studio production or technology, 
3. The possibility of the government deciding to axe the music program would lead to the program being abolished from schools and the curriculum. 

• If the music program were to be scratched from the national curriculum, this would leave other prospective music teachers and me no choice but to teach in private education sectors, one-to-one tutoring or start our own business as public schools wouldn’t be hiring. As much as this is a threat, it would also fall under opportunities because the clientele would be a good variety in terms of abilities, and the smaller groups would allow for better focus and outstanding results.

• The threat of not having the traditional theory grades has always been a worry for me going into music education, as many students that take instrumental or vocal lessons pay to obtain their formal qualifications. As a result, I am attempting to independently do as much preparation for the theory, from using ABRSM revision guides to taking practice papers and asking my aunt (now a retired music teacher) to look through them. 

• I know that I cannot be discriminated against for my multiple disabilities under EDI and law, but fighting for places in schools or a particular position makes me nervous and motivates me as I know that what is good is worth fighting for always.