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Transforming Music Teacher Education Through Service Learning
1 University of Delaware
* To whom correspondence should be addressed. E-mail: slburton{at}udel.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.
First published on February 9, 2009, doi:10.1177/1057083708327872 |
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