Fostering Critical Reflection and Productive Dialogue in Music Teacher Education
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| Title: | Fostering Critical Reflection and Productive Dialogue in Music Teacher Education |
|---|---|
| Language: | English |
| Authors: | Harry, Adam G. (ORCID |
| Source: | Journal of Music Teacher Education. Oct 2021 31(1):9-22. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education Early Childhood Education Preschool Education |
| Descriptors: | Music Teachers, Teacher Educators, Teacher Role, Critical Thinking, Reflection, Preservice Teachers, Diversity, Undergraduate Students, Elementary Secondary Education, Preschool Education, Politics of Education, Power Structure, Interaction, Listening Skills, Critical Literacy, Methods Courses, Problem Solving |
| DOI: | 10.1177/10570837211034136 |
| ISSN: | 1057-0837 |
| Abstract: | Because teaching is an inherently political act, it is important for music teacher educators to consider their role in the public discourse and how they approach the political dimensions of teaching with future music educators. In this interest article, we offer a theoretical basis for engaging preservice music teachers in critical reflection and productive dialogue throughout their undergraduate music education coursework. In combination with theory, we describe specific strategies for designing environments and activities that encourage students to identify and question dualistic thinking, engage with diverse ideas and perspectives, and interrogate underlying assumptions and discursive patterns in their own and others' thinking. Increasing undergraduate student competency in critical reflection and dialogue could motivate and assist them to pass on these important skills to their future PK-12 students. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1314041 |
| Database: | ERIC |
| Abstract: | Because teaching is an inherently political act, it is important for music teacher educators to consider their role in the public discourse and how they approach the political dimensions of teaching with future music educators. In this interest article, we offer a theoretical basis for engaging preservice music teachers in critical reflection and productive dialogue throughout their undergraduate music education coursework. In combination with theory, we describe specific strategies for designing environments and activities that encourage students to identify and question dualistic thinking, engage with diverse ideas and perspectives, and interrogate underlying assumptions and discursive patterns in their own and others' thinking. Increasing undergraduate student competency in critical reflection and dialogue could motivate and assist them to pass on these important skills to their future PK-12 students. |
|---|---|
| ISSN: | 1057-0837 |
| DOI: | 10.1177/10570837211034136 |
