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Disciplinary Literacy and Music Teacher Education: Seeking Relevance for Teacher Candidates
Thu, April 21, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), Marriott Marquis San Diego Marina, Floor: North Building, Lobby Level, Rancho Santa Fe 2Abstract
Disciplinary literacies have been widely adopted in teacher education programs, however these approaches often exclude music and the arts. Disciplinary literacy pedagogies can be an avenue for music educational reform (Weidner, 2018), but expanded definitions of texts and literacies are crucial for their success in the music classroom (Broomhead, 2021). This study explored the relationship between working theories of literacy, professional discourse, and disciplinary literacy pedagogies of eight music teacher candidates during methods and student teaching semesters. Through qualitative inquiry and critical discourse analysis, music teacher candidates were found to use four working theories of literacy, which influenced the pedagogies they chose to use. This study offers critical analysis of teacher candidates’ uses of disciplinary literacy in performance-based music education settings.