Preservice Music Teacher Preparation for the Conductor-Educator Role
Preservice Music Teacher Preparation for the Conductor-Educator Role
This chapter begins with a description of a respected ensemble teacher and program that is an example of Yinger’s teaching as a conversation of practice metaphor. Recent critiques of ensemble teaching are examined based on this metaphor, followed by a description of the characteristics of a conductor-educator who engages in teaching as a conversation of practice. Next, influences on preservice teachers’ response to becoming conductor-educators are examined including primary, secondary, and tertiary socialization; occupational role identity development; and beliefs about, metaphors of, and images of teachers and teaching. Next, descriptions of several curricular initiatives that can contribute to the development of conductor-educators are presented. The chapter ends with a discussion of the potential inherent in the conductor-educator model to transform school ensemble rehearsal tradition.
Keywords: conductor-educator, socialization, occupational role identity, beliefs, metaphor
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