Learning in practice: A first-year early childhood music teacher navigates the complexities of teaching

Abstract

The purpose of this qualitative study was to contribute to the conversation on novice music teacher learning in communities and teacher learning in practice. Data is extracted from a larger study that focused on collaborative conversations as a means of professional development and support for early childhood music teacher learning in a community music school setting. This study focuses on the experiences, perceptions, and evolving practice of one of those teachers, a first-year early childhood music teacher who was learning how to teach music in practice and within a teacher learning community. Emerging themes included: structures and frameworks (processes and tools), building community (within classes and with children and colleagues), and collaboration (support, perspectives, validation, and vision). Implications are discussed and linked to suggestions for research to supplement current professional development practices in early childhood music education.