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Examining the Preservice Practicum Experience of Undergraduate Music Education Majors— Exploring Connections and Dispositions Through Multiple Perspectives A Critical Grounded Theory

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References

1991Teachers as Researchers: Qualitative Inquiry as a Path to Empowerment807 cited
1989Prior Beliefs and Cognitive Change in Learning to Teach748 cited

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2012Transition from Student to Teacher: Preservice Teachers’ Beliefs and Practices27 cited
2017A Grounded Theory of Preservice Music Educators’ Lesson Planning Processes Within Field Experience Methods Courses24 cited
2011A Descriptive Study of Cooperating Teachers’ Perceptions Regarding Student Teacher Preparation22 cited
2019Music Teacher Educator Perceptions of and Engagement With Culturally Responsive Education17 cited
2011Nurturing Preservice Music Teacher Dispositions: Collaborating to Connect Practice, Theory, and Policy16 cited
2014Sight-Singing Pedagogy9 cited
2023A place for TPACK in popular music education: A review of existing literature5 cited
2014A Critical Analysis of Qualitative Research on Learning to Teach Music in Preservice Music Teacher Education4 cited
2023Challenges for music in initial teacher education and in schools: Perspectives from music teacher educators in Ireland and Northern Ireland3 cited

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