Promoting socially just and inclusive music teacher education: exploring perceptions of early-career teachers
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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.
Research Studies in Music Education
© 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.