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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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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 18 October 2019

“No Actual Teaching”

“No Actual Teaching”

Expanding Preservice Music Teachers’ Imaginaries of Teaching

Chapter:
(p.294) 17 “No Actual Teaching”
Source:
The Musical Experience
Author(s):

Teryl L. Dobbs

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199363032.003.0017

This chapter interrogates the systems of belief that preservice music educators carry with them as they journey through their undergraduate coursework, particularly as they negotiate new ideas and ways of thinking encountered in their praxial coursework. In doing so, the chapter examines who preservice teachers and their future students are, explores undergraduate preservice teachers’ imaginaries and beliefs about teaching, and narrows the focus to those discourses and beliefs that swirl around instrumental music teaching, to which many undergraduate music education students appear to cling tightly. Additionally, the chapter discusses students’ spaces of resistance when confronted with the expectations, knowledge, and dispositions that socially and culturally contextualize musical actions and meanings. How music education will move forward in the twenty-first century, how it will be structured, what it will include (or not), and those who will be the field’s teachers, scholars, and learners ultimately depends on music teacher educators.

Keywords:   preservice music educators, music, education, music teaching, spaces of resistance

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