Professional Knowledge in Music Teacher Education

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Introduction: The Context for Professional Knowledge in Music Teacher Education, Pamela Burnard
Part I Understandings of Knowledge
Chapter 1 Music as Knowledge in an Educational Context, Eva Georgii-Hemming
Chapter 2 Technical Rationality, Techne and Music Education, Øivind Varkøy
Chapter 3 Knowledge and Professionalism in Music Teacher Education, Sven-Erik Holgersen, Finn Holst
Chapter 4 Artistic Knowledge in Practice, Jonathan Stephens
Chapter 5 Problematizing what Counts as Knowledge and the Production of Knowledges in Music, Pamela Burnard
Part II Professional and Pedagogical Practice
Chapter 6 Constructing Professional Paths in a School-Embedded Methods Course, Suzanne L. Burton
Chapter 7 Artistic Knowledge Among Music Education Students in Germany: Being Trained to be Exactly What?, Andreas Lehmann-Wermser
Chapter 8 Astonishing Practices: A Teaching Strategy in Music Teacher Education, Kirsten Fink-Jensen
Chapter 9 The Cultural Dimensions of Music Teachers’ Professional Knowledge, Teresa Mateiro, Maria Westvall
Chapter 10 School and Conservatoire Music Teachers’ ‘Vocational Habitus’: Lessons for Music Teacher Education, Rosie Perkins, Angeliki Triantafyllaki
Part III Re-Thinking Professionalism in Music Teacher Education
Chapter 11 Different Types of Knowledges Forming Professionalism: A Vision of Post-Millennial Music Teacher Education, Sven-Erik Holgersen, Pamela Burnard
Chapter 12 Meeting the Challenges of Music Teacher Education, Eva Georgii-Hemming

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The complexity of the various forms of knowledge and practices that are encountered by teachers, university lecturers, teacher trainers, student teachers, policy makers and researchers, demands careful thought and reflection. Professional Knowledge in Music Teacher Education focuses on how knowledge is understood, what theories are held and the related assumptions that are made about teachers and learners, as well as how theory and practice can be understood, with useful and imaginative connections made between the two in music teacher education. Internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around knowledge, practice, professionalism, and learning and teaching in music as well as considering how all these elements are influenced by economic, cultural and social forces. The book demonstrates how research can inform pedagogical approaches in music teacher education; methods, courses and field experiences, and prepare teachers for diverse learners from a range of educational settings. The book will appeal to those interested in the development of appropriate professional knowledge and pedagogic practices in music teacher education.

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British Journal of Music Education

In questioning the ownership of professional knowledge this book achieves its aim of prompting the reader to reflect critically on "your own perspectives as well as the perspectives offered in the book". If the result is not entirely comfortable for us as teacher educators, that is perhaps a necessary condition for critical reflection, it is perhaps recognition of the central role that politics plays in the construction of knowledge, and it is also an indication of a job well done by the editors and contributors to this book

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