Promoting socially just and inclusive music teacher education: exploring perceptions of early-career teachers

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Title Promoting socially just and inclusive music teacher education: exploring perceptions of early-career teachers
Author Ballantyne, Julie; Mills, Carmen
Journal Name Research Studies in Music Education
Editor Guest Editors: Pamela Burnard, Steve Dillon, Julie Ballantyne
Year Published 2008
Place of publication United Kingdom
Publisher SAGE Publications
Abstract Teacher education plays a significant role in influencing generations of future teachers. This paper aims to explore the role of pre-service teacher education in promoting socially just and inclusive practices in music education. Six pre-service teachers were interviewed before graduating, and then again six months into their first year of teaching. The interviewees reflected on their understandings of what constitutes being inclusive in the music classroom and how these understandings have been influenced by their perceptions of both university and school experiences. This paper provides insights into the ways that teacher education programs might equip early-career teachers to engage in a variety of teaching practices that are socially just, within the music classroom.
Peer Reviewed Yes
Published Yes
Publisher URI http://rsm.sagepub.com/
Alternative URI http://dx.doi.org/10.1177/1321103X08089891
Copyright Statement Copyright 2008 SAGE Publications. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Volume 30
Issue Number 1
Page from 77
Page to 91
ISSN 1321-103X
Date Accessioned 2008-10-28
Date Available 2009-06-03T07:07:42Z
Language en_AU
Faculty Faculty of Education
Subject PRE2009-Teacher Education: Higher Education
URI http://hdl.handle.net/10072/21104
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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