Supporting and sustaining a personal orientation to music teaching: Implications for music teacher education

Mark Robin Campbell; Linda K. Thompson; Janet R. Barrett

doi:10.1177/1057083711427587

Supporting and sustaining a personal orientation to music teaching: Implications for music teacher education

Mark Robin Campbell, Linda K. Thompson, Janet R. Barrett

Research output: Contribution to journal › Article › peer-review

Abstract

This article provides a conceptual argument for considering a personal orientation as a guiding framework for music teacher education. The potential strength and impact of this philosophical stance is underscored in the research on preservice and in-service teacher beliefs. Tools and dispositions that facilitate integrating a personal orientation into current programs are presented, discussed, and illustrated. Among these tools are methodologies for exploring self, methodologies for exploring school contexts, and methodologies for exploring teaching and learning. Principles for creating program coherence are offered.

Original language	English (US)
Pages (from-to)	75-90
Number of pages	16
Journal	Journal of Music Teacher Education
Volume	22
Issue number	1
DOIs	https://doi.org/10.1177/1057083711427587
State	Published - Oct 2013
Externally published	Yes

Keywords

Agency
Methodologies for exploring context
Methodologies for exploring self
Methodologies for exploring teaching and learning
Music teacher education
Personal orientation
Teacher as learner
Transformation

ASJC Scopus subject areas

Education
Music

Online availability

10.1177/1057083711427587

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Supporting and sustaining a personal orientation to music teaching: Implications for music teacher education

Abstract

Keywords

ASJC Scopus subject areas

Online availability

Library availability

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