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Transforming Music Teacher Education Through Service Learning
Suzanne Burton
University of Delaware
Alison Reynolds
Temple University, reynolda{at}temple.edu
Service-learning initiatives have become prevalent on the campuses of higher education. In teacher education, preservice teachers involved in educational partnerships that are service-learning based respond to the needs of a community partner, apply pedagogical knowledge and skills they have acquired in their coursework to real-world problems, and engage in critical reflection. Service-learning offers preservice teachers increased opportunities to develop their teaching practice and teacher identities and provides a backdrop for preservice teachers to develop personally and become socially integrated into the field of teacher education. In this article, we provide descriptions of four service-learning contexts for music teacher preparation. We discuss the role of service-learning in transforming preservice music teachers, their music teaching practice, and the community partners they served. Finally we present challenges to engaging in service learning in music teacher preparation, characteristics of meaningful service learning work, and discuss the transformative potential of service-learning in music teacher preparation.
Key Words: service learning • civic engagement • music teacher preparation
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This version was published on April
1, 2009
Journal of Music Teacher Education, Vol. 18, No. 2,
18-33 (2009)
DOI: 10.1177/1057083708327872
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