School-University Partnerships: A Means for the Inclusion of Policy Studies in Music Teacher Education

Abstract

The need for music educators to become more actively involved in policy issues, including analysis, design, implementation, and research, is critical to the future of music education. Bridging the gap between policy and practice requires a collaborative effort among music professionals. This article explores the inclusive use of policy studies in a music teacher education curriculum within a school-university partnership context. The process of creating a secondary instrumental music partnership is used to illustrate specific examples of how policy can be included in music teacher education programs. I demonstrate how the partnership created a curricular opportunity for preservice music teachers to investigate policy in an authentic context. Planning time, curricular scope and sequence, and the negative impacts of the curricular incorporation of policy on the self-efficacy of the preservice music teachers emerged as concerns for future consideration and review. Recommendations to address these concerns are included.

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