Supporting and Sustaining a Personal Orientation to Music Teaching

Abstract

This article provides a conceptual argument for considering a personal orientation as a guiding framework for music teacher education. The potential strength and impact of this philosophical stance is underscored in the research on preservice and in-service teacher beliefs. Tools and dispositions that facilitate integrating a personal orientation into current programs are presented, discussed, and illustrated. Among these tools are methodologies for exploring self, methodologies for exploring school contexts, and methodologies for exploring teaching and learning. Principles for creating program coherence are offered.