Mark Robin Campbell

Constructing a personal orientation to music teaching

1. Starting the Journey-Developing a Personal View of Teaching and Learning 2. Learning to Teach-From Student to Teacher 3. Learning from Others-Understanding Teacher Career Development 4. Orientations to Teacher Preparation 5. Searching for Horizons-Cultivating a Personal Orientation toward Change 6. Methodologies for Exploring Teaching and Learning

Four notions on the qualities of cooperating music teachers

ABSTRACT This article develops criteria for the selection, professional development, and assessment of cooperating teachers through four “notions.” These notions suggest that cooperating teachers might (1) possess knowledge of educational theory and practice; (2) understand the importance of context in education; (3) understand narratives role in the process of learning to teach; and (4) critically reflect on teaching practice. We explore these notions as qualities that may guide cooperating teachers’ work in facilitating student teachers’ development. We discuss specific ideas and strategies for mentoring and modeling within various theoretical frameworks and selected research that supports each notion. Throughout the article, we outline policy and practice implications for music teacher preparation programs, including aligning them with current accreditation standards and assessments.

Supporting and Sustaining a Personal Orientation to Music Teaching Implications for Music Teacher Education

This article provides a conceptual argument for considering a personal orientation as a guiding framework for music teacher education. The potential strength and impact of this philosophical stance is underscored in the research on preservice and in-service teacher beliefs. Tools and dispositions that facilitate integrating a personal orientation into current programs are presented, discussed, and illustrated. Among these tools are methodologies for exploring self, methodologies for exploring school contexts, and methodologies for exploring teaching and learning. Principles for creating program coherence are offered.