Self-Study of Teacher Education Practices in Music Education

• In Event: AERA Roundtable Session Saturday 1:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Methodological Conversations: Critical Consciouness, Critcal Friendships, and Content Area Considerations (Table 9)

Abstract

The purpose of this paper was to present unique features of S-STEP within music teacher education as documented in published S-STEP scholarship in music education as well as collected via interviews with four S-STEP researchers in music education. Themes and sub-themes of findings to be presented with evidence in the final paper include: motivation to do S-STEP [self-growth, collaboration]; acceptance of this approach in music education [reviewer comments, responses from colleagues]; challenges faced in doing S-STEP [authorship, motivation, time, technology]; perceived impact on music education students who participated in S-STEP; and music-making as data.

Authors

• Colleen M. Conway, University of Michigan

• Zachary Nenaber, University of Michigan

• Thomas Flynn, University of Michigan