Teacher Knowledge in Music Education

Abstract

methodologies is commanding increasing attention in current educational research. This article presents an examination of the nature and unique contributions of teacher knowledge in the scholarly literature of music teaching. The first section provides a context within the field of education, discussing the state of the art in teacher knowledge, its innovative formats (e.g., teachers' conferences), and the more conventional ones (e.g., books), many of which are shaped by close collaboration of teachers and researchers. The second section presents four research projects in music education that reflect different methods: an in-depth survey, a case study, teacher research, and action research. The different issues, data sources and methods, and the roles that teachers play in each of these projects are discussed in the second section. The article concludes by reflecting on the contribution of teacher knowledge to the existing university-based literature.

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