1 Introduction: Conversations with Teacher Educators in Coloniality

This paper provides an example of an innovative solution to program development that addresses the diverse needs of teacher educators throughout various geographical locations in Florida, through a collaborative multi-university, muti-agency teacher training program funded by one collaborative grant. Innovation is driven out of need, and I will discuss how I identified the needs at my university and then utilized creativity and collaboration to network and obtain the grant, which then facilitated, developed, and taught in a new M.Ed. program in Arts and Academic Interdisciplinary Education. Program content and delivery were both planned around the diverse student population within the multi-university collaboration, with each university designing diverse programs to address the specific needs of their population but with the same concept of arts integration. Collaboration also occurred within each university: the College of Arts and Science and the College of Education. In addition, teachers were required to collaborate as coaches in their schools to train and support others in increasing arts integration in their schools.

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Assessment and Orff Schulwerk Pedagogy

The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 ◽

10.1093/oxfordhb/9780190248130.013.60 ◽

2019 ◽

pp. 538-560

Author(s):

Daniel Johnson

Keyword(s):

Teacher Educators ◽

Authentic Assessment ◽

Research Literature ◽

National Standards ◽

International Adoptions ◽

Practical Applications ◽

Orff Schulwerk ◽

Recent Developments ◽

Based Instruction ◽

Assessment Strategies

This chapter on assessing student learning and Orff Schulwerk examines the foundations of this approach, its focus on creativity, and practical applications of this pedagogy. By reviewing current research literature and international adoptions of the Schulwerk, the chapter focuses on three assessment-related challenges: a lack of clearly defined teaching practices, a de-emphasis of evaluation in the Orff process, and inherent challenges related to assessing creativity. An examination of professional resource documents and recent developments in national standards provides ways to address each of these assessment challenges in Orff-based instruction. A discussion of curricular levels offers more possibilities for enhancing authentic assessment strategies. Practical recommendations for Orff Schulwerk teachers to improve their assessment protocols and implications for teacher-educators conclude this chapter.

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Developing Effective Dispositions for Teaching Music

The Oxford Handbook of Preservice Music Teacher Education in the United States ◽

10.1093/oxfordhb/9780190671402.013.15 ◽

2019 ◽

pp. 321-344

Author(s):

Michael Raiber

Keyword(s):

Music Education ◽

Teacher Educators ◽

Systematic Approach ◽

Music Teachers ◽

Developmental Stages ◽

Music Teacher ◽

Teacher Dispositions ◽

Teacher Concerns ◽

Teaching Music ◽

The Impact

The impact of teacher dispositions on the professional development of preservice music teachers (PMTs) has been substantiated. This chapter describes an approach to dispositional development within the structure of an introduction to music education course. A teacher concerns model is used to organize this systematic approach through three developmental stages that include self-concerns, teaching task concerns, and student learning concerns. A series of 11 critical questions are presented for use in guiding PMTs’ dispositional development through these developmental stages. Activities to engage PMTs in the exploration of each of these questions are detailed for use by music teacher educators desiring to engage PMTs in dispositional development.

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Pushing the Boundaries from the Inside

The Oxford Handbook of Preservice Music Teacher Education in the United States ◽

10.1093/oxfordhb/9780190671402.013.1 ◽

2019 ◽

pp. 1-22

Author(s):

Colleen Conway ◽

Shannan Hibbard

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Music Education ◽

Best Practice ◽

Teacher Educators ◽

Music Teacher ◽

Adaptive Expertise ◽

Music Teacher Education ◽

Classroom Relationships ◽

School Based

This chapter situates the study of music teacher education within the larger body of music education and teacher education research. It problematizes the terms teacher training, teacher education, and best practice and introduces the concept of teaching as an “impossible profession.” Goals of teacher education, including reflective practice and adaptive expertise, are discussed. The chapter outlines the challenges that music teacher educators face as they try to prepare preservice teachers for the realities of P-12 school-based music education while instilling in these new colleagues a disposition toward change. It concludes with narratives that examine teachers’ descriptions of classroom relationships throughout the lens of presence in teaching as a way to remind teacher educators of the importance of their work to push the boundaries of music teacher education in order to serve the profession at large.

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“I Do Belong Here”: Identity Perceptions of Postgraduate Music Education Majors

Journal of Music Teacher Education ◽

10.1177/1057083719865890 ◽

2019 ◽

Vol 29 (1) ◽

pp. 56-70

Author(s):

Crystal Sieger

Keyword(s):

Identity Development ◽

Music Education ◽

Teacher Identity ◽

Teacher Educators ◽

Teaching Profession ◽

Music Teacher ◽

Music Teacher Identity ◽

Group Interviews ◽

Axial Coding ◽

Music Education Majors

Students choosing to enter the music teaching profession after having already obtained undergraduate degrees in other music fields may experience unique forms of socialization and teacher identity development. Participants were four students enrolled in a 3-year master’s program with a music teacher licensure component. Through individual and focus group interviews, participants shared their perspectives on program experiences, course elements, and interactions with peers and professors as important influences on their developing music teacher identity. I examined the data for emerging patterns and applied open and axial coding to the most prominent responses, resulting in themes centered on participants’ socialization experiences, desire for independence, need for self-justification, and “outsider” status among peers. To combat lack of peer recognition or support, participants developed strong, collaborative relations with each other. Implications for music teacher educators are considered.

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