Collaborative Action for Change

Margaret Schmidt

doi:10.5771/9781607093275

Summary

Collaborative Action for Change presents new directions in the preparation and lifelong professional development of music educators. The book's chapters are based on some of the most effective presentations from the 2007 Symposium on Music Teacher Education. The Symposium focused on examples of successful partnerships and collaborations between music teacher educators, classroom teachers, school and district administrators, and other individuals and organizations. Two invited keynote addresses, given by Marilyn Cochran-Smith (Boston College) and Don Gibson (Florida State University), raise important questions for music teacher educators to consider in shaping and assessing preservice teachers' learning experiences and curricula. Three chapters encourage expansion of college curricula to facilitate genuine interaction among preservice teachers, teacher educators, and the musics and cultures of their own and their students' worlds. Beginning teachers' socialization and skill development is explored by three authors. Examples of two effective university-school partnerships, as well as a collaborative effort among university faculty, discuss the challenges and rewards encountered in pursuing such cooperative ventures. Also included are descriptions of two different mentoring programs for novice and experienced music teachers, and suggestions for better preparing future music teacher educators. Together, the book's authors present concrete visions of music educators engaged in music teaching and learning, growing from discussions in classes, over coffee, and/or (often tedious) meetings, and taking individual and collective action for change in music teacher education.

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Bibliographic data

Copyright year: 2009
ISBN-Print: 978-1-60709-325-1
ISBN-Online: 978-1-60709-327-5
Publisher: Rowman & Littlefield, Lanham
Language: English
Pages: 296
Product type: Book Titles

1. Contents No access
2. List of Figures and Tables No access
3. Preface No access
4. Reviewers No access
5. Introduction No access
1. Chapter 1. Teacher Education: Where Are We and Where Are We Going? No access
2. Chapter 2. Music Teacher Education: Curricula, Excellence, and Advocacy No access
1. Chapter 3. Counterpoint or Remix? A Dialogue on Popular Music and Popular Culture in the Music Teacher Education Curriculum No access
2. Chapter 4. Conceptually Framing Music Teaching and Learning Within the Context of Culture: Implications for Music Teacher Education No access
3. Chapter 5. Globalizing Music Education: A Contextual Approach to Developing Students’ Intercultural Competence No access
1. Chapter 6. Understanding Socialization and Occupational Identity Among Undergraduate Music Teachers No access
2. Chapter 7. Variations on a Theme: Cases in the Application of Social Role Development Theory in Music Teacher Education No access
3. Chapter 8. Supporting the Development of Effective Instructional Language Use in the Music Ensemble Classroom No access
4. Chapter 9. Teacher Efficacy: Its Importance in Music Teacher Education Curriculum No access
1. Chapter 10. Research Meets Reality in School–University Partnerships: An Analysis of Two Diverse School–University Collaborations No access
2. Chapter 11. Orchestrating Secondary Instrument Playing and Teaching Proficiencies for Future Music Educators: Effective Curriculum Configuration, Delivery, and Administration No access
3. Chapter 12. Secondary Instrument Instruction in a School–University Partnership No access
1. Chapter 13. An Online Community for String and Orchestra Teachers No access
2. Chapter 14. Supporting Elementary Music Mentor Teachers: Learning Through a Collaborative Inquiry Group No access
3. Chapter 15. Minnesota Music Mentoring Initiative: Progress, Pitfalls, and Promise No access
4. Chapter 16. Preparing Music Teacher Educators: A Panel Discussion of Best Practices No access
About the Editor No access Pages 285 - 286
About the Contributors No access Pages 287 - 296