Music Teacher Education Responses to Changing Dialogues Regarding Traditional Classroom Management

• In Event: Sheraton Roundtable Session Twelve
  In Roundtable Session: Considering Music Teaching and Pedagogy (Table 12)

Abstract

The purpose of this multiple case study is to examine the music teacher education (MTE) curricula in three MTE programs in relation to changing dialogues (including culturally responsive and trauma-informed pedaogiges) in the teaching of classroom management. Data included individual and focus group interviews with MTE faculty. Findings describe course readings, assignments, activities, and interactions that have been utilized by these MTEs. We will also share successes and challenges experienced by our participants in implementing these ideas. Finally, we will share examples of undergraduate student work in the area of trauma-informed and culturally responsive classroom management practices. We hope to have a multi-media presentation that includes student work.

Authors

• Colleen M. Conway, University of Michigan
  Presenting Author

• Sean Grier, University of Michigan
  Presenting Author

• Daniel Taylor, University of Michigan
  Presenting Author

• Tiffanie Waldron, University of Michigan
  Presenting Author