Constructing a Personal Orientation to Music Teaching

Chapter 1

Chapter one of this book goes into the specifics of the "why" of becoming a music educator. We are told that nobody goes into music teaching without some sort of predetermined belief on what makes a "good" music teacher. This belief is delivered through personal perspectives- what we as preservice music educators have seen and experienced as students ourselves. After showing us Erica's story on her journey to finding a career in Music Education, the book breaks down what elements of her story can reveal about influence in becoming a music teacher, and what the story cannot tell. There are activities designed to assist in identifying personal values and beliefs about teaching, which is followed by an explanation as to how those values were developed through socialization, as well as where socialization can occur. When entering college, an average preservice music educator has spent anywhere between 13,000-15,000 hours as an "apprentice of observing". However, this time was not spent observing pedagogical methods, but rather the affective qualities of teachers that are best remembered by students. After comparing our personal teaching beliefs with that of the InTASC Standards, the chapter ends with a final activity to view personal perspectives on teaching and learning.

Campbell, M. R., Barrett, J. R., & Thompson, L. K. (2021). Constructing a personal orientation to music teaching. New York: Routledge. Chapter 1.