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The Musical ExperienceRethinking Music Teaching and Learning$
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Janet R. Barrett and Peter R. Webster

Print publication date: 2014

Print ISBN-13: 9780199363032

Published to Oxford Scholarship Online: August 2014

DOI: 10.1093/acprof:oso/9780199363032.001.0001

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Preservice Music Teacher Preparation for the Conductor-Educator Role

Preservice Music Teacher Preparation for the Conductor-Educator Role

Chapter:
(p.261) 15 Preservice Music Teacher Preparation for the Conductor-Educator Role
Source:
The Musical Experience
Author(s):

Margaret H. Berg

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199363032.003.0015

This chapter begins with a description of a respected ensemble teacher and program that is an example of Yinger’s teaching as a conversation of practice metaphor. Recent critiques of ensemble teaching are examined based on this metaphor, followed by a description of the characteristics of a conductor-educator who engages in teaching as a conversation of practice. Next, influences on preservice teachers’ response to becoming conductor-educators are examined including primary, secondary, and tertiary socialization; occupational role identity development; and beliefs about, metaphors of, and images of teachers and teaching. Next, descriptions of several curricular initiatives that can contribute to the development of conductor-educators are presented. The chapter ends with a discussion of the potential inherent in the conductor-educator model to transform school ensemble rehearsal tradition.

Keywords:   conductor-educator, socialization, occupational role identity, beliefs, metaphor

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