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dc.contributor.authorBallantyne, Julieen_US
dc.contributor.authorMills, Carmenen_US
dc.contributor.editorGuest Editors: Pamela Burnard, Steve Dillon, Julie Ballantyneen_US
dc.date.accessioned2017-05-03T14:37:33Z
dc.date.available2017-05-03T14:37:33Z
dc.date.issued2008en_US
dc.date.modified2009-06-03T07:07:42Z
dc.identifier.issn1321103Xen_US
dc.identifier.doi10.1177/1321103X08089891en_AU
dc.identifier.urihttp://hdl.handle.net/10072/21104
dc.description.abstractTeacher 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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent199034 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherSage Publicationsen_US
dc.publisher.placeUnited Kingdomen_US
dc.publisher.urihttp://rsm.sagepub.com/en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom77en_US
dc.relation.ispartofpageto91en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalResearch Studies in Music Educationen_US
dc.relation.ispartofvolume30en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode330305en_US
dc.titlePromoting socially just and inclusive music teacher education: exploring perceptions of early-career teachersen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 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.en_AU
gro.date.issued2008
gro.hasfulltextFull Text


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