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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 0000-0002-3119-5264), Salvador, Karen (ORCID 0000-0003-4282-5265)
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
FullText Text:
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  Data: Fostering Critical Reflection and Productive Dialogue in Music Teacher Education
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  Data: <searchLink fieldCode="AR" term="%22Harry%2C+Adam+G%2E%22">Harry, Adam G.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3119-5264">0000-0002-3119-5264</externalLink>)<br /><searchLink fieldCode="AR" term="%22Salvador%2C+Karen%22">Salvador, Karen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4282-5265">0000-0003-4282-5265</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Music+Teacher+Education%22"><i>Journal of Music Teacher Education</i></searchLink>. Oct 2021 31(1):9-22.
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  Data: 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
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  Data: Y
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  Data: 14
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  Data: 2021
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Music+Teachers%22">Music Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Politics+of+Education%22">Politics of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Listening+Skills%22">Listening Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Literacy%22">Critical Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Methods+Courses%22">Methods Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink>
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  Data: 10.1177/10570837211034136
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  Data: 1057-0837
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: EJ1314041
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        Value: 10.1177/10570837211034136
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      – Text: English
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        PageCount: 14
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    Subjects:
      – SubjectFull: Music Teachers
        Type: general
      – SubjectFull: Teacher Educators
        Type: general
      – SubjectFull: Teacher Role
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      – SubjectFull: Critical Thinking
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Politics of Education
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      – SubjectFull: Power Structure
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      – SubjectFull: Interaction
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      – SubjectFull: Listening Skills
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      – SubjectFull: Critical Literacy
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      – SubjectFull: Problem Solving
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