Journal of Music Teacher Education 

About: Journal of Music Teacher Education is an academic journal published by SAGE Publishing. The journal publishes majorly in the area(s): Music education & Teacher education. It has an ISSN identifier of 1057-0837. Over the lifetime, 488 publications have been published receiving 7966 citations. The journal is also known as: JMTE.

Teaching to Transgress: Education as the Practice of Freedom

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The Unschooled Mind: How Children Think and How Schools Should Teach:

Abstract: Howard Gardner is well known to teachereducators,particularlyforhisearlier book,Frames ofMind: The Theory ofMuir tipleInteUigences(1983). Morerecently, the ConferenceonArtistic Intelligences (1989) and the development of Arts PROPEL havefamiliarized musicteacher educators even more specifically with Gardner's work. In The Unschooled Mind (1991), Gardnercontinues topricktheconsciences ofeducators by gettingdown to the very heartofthematter. Schools, hesays, do not nowteachthewaychildrenlearn, andoften what children learn before or outside of school is more powerful than competing information presented in school and can interferewithschool-delivered knowledge. Gardnercontendsin hisintroductory material that schools, even when publicly acknowledged as successful, are failing at their most critical task-teaching for real understanding. As always, Gardner provides examples that areabundantandtothe point. He offers evidence that early-developed ideas, stereotypes, and "scripts" (descriptions of recurrent events) continueto dominate the thinking of even advanced

Connections Between Performer and Teacher Identities in Music Teachers: Setting an Agenda for Research

Abstract: The purpose of this article is to examine the literature concerning the connections between performer and teacher selves in the formation of a music teacher’s identity. This article begins by framing an issue facing preservice and in-service music teachers, namely, the tension between a performer identity and a teacher identity. An overview is provided of (a) the literature documenting preservice music teacher identities that privileges the performer identity and (b) the literature that focuses on balancing and negotiating the performer and teacher identities. To understand aspects of the current debate about music teacher identities, the author develops five themes based on a critical analysis of the selected literature: teacher versus performer identity conflict, personal and professional benefits of music making, holistic view of musical identities, roles and situated identities, and defining music teacher identity. The author concludes by synthesizing the commonalities of the recent research and sugge...