Journal article
Fostering Critical Reflection and Productive Dialogue in Music Teacher Education
Journal of music teacher education, Vol.31(1), pp.9-22
10/01/2021
DOI: 10.1177/10570837211034136
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.
Details
- Title: Subtitle
- Fostering Critical Reflection and Productive Dialogue in Music Teacher Education
- Creators
- Adam G. Harry - University of IowaKaren Salvador - Michigan State University
- Resource Type
- Journal article
- Publication Details
- Journal of music teacher education, Vol.31(1), pp.9-22
- Publisher
- SAGE Publications
- DOI
- 10.1177/10570837211034136
- ISSN
- 1057-0837
- eISSN
- 1945-0079
- Number of pages
- 14
- Language
- English
- Date published
- 10/01/2021
- Academic Unit
- School of Music; Teaching and Learning
- Record Identifier
- 9984371112802771
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