Transition from Student to Teacher: Frameworks for Understanding Preservice Music Teacher Development

Peter J. Miksza · Margaret Haefner Berg

16 citations0/0 files storedJournal of Music Teacher Education

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Diverse Music Education Insights Teacher Education and Leadership Studies Music Education and Analysis

Abstract

Research on preservice music teacher development has the potential to inform music teacher preparation curricula in several significant ways and ultimately serve to enhance the profession at large. Investigations drawing from robust frameworks that theorize how preservice music teachers develop can help researchers clarify epistemological assumptions and terms, delimit research problems in a meaningful way, inform approaches for dealing with data, and aid in developing lines of research that are addressing problems in the field in a complementary manner. The goals of this article are to (a) discuss the value of a research framework and the several ways one can conceptualize a framework, (b) briefly present several frameworks for studying teacher development that have been generated in the context of general education, and (c) describe some unique aspects of music teaching and music teaching contexts that could inform theoretical frameworks of preservice music teacher development.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 16 citations exist upstream.

References

1978Mind in Society: The Development of Higher Psychological Processes 1991Situated Learning 1999Communities of practice learning, meaning, and identity 1962Thought and language 1987Knowledge and Teaching:Foundations of the New Reform 1989Situated Cognition and the Culture of Learning 1971Symbolic Interactionism: Perspective and Method.1987Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions

Cited by

2019Supporting the Development of Agency in Music Teacher Education 2018Evaluating the Psychometric Qualities of a Rating Scale to Assess Pre-Service Teachers’ Lesson Plan Development in the Context of a Secondary-Level Music Performance Classroom 2022The professional values of American undergraduate music majors 2019Reaching digital native music majors : pedagogy for undergraduate group piano in the 21st century

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.