Music teacher educator growth through Self-Study of Teacher Education Practices (S-STEP) research

Abstract

This paper describes music teacher educator growth during a Self-Study of Teacher Education Practices (S-STEP) conducted over the course of one academic year. Research questions included: (a) How do the researchers describe the experience of conducting a S-STEP; and (b) What is the perceived impact of the S-STEP on our understanding of our students and the curriculum? Data included researcher journals, eight recorded self-study team meetings (2–3 hours each), video recordings of sophomore and junior students discussing readings and fieldwork experiences, and researcher reflections on individual interviews with 13 the student participants. Evidence from the S-STEP is presented in the areas of: (a) Setting it Up/Power; (b) Growing Understanding of Students; (c) Growing Understandings of the Curriculum; and (d) The Process of S-STEP. Suggestions are provided for music teacher educators interested in S-STEP work.