Preparing to become a music teacher educator is a complex process and one component of this process should be learning to model, demonstrate, and teach assessment practices to preservice music educators. The purpose of this exploratory qualitative study was to discover how, and to what extent, music teacher educators (MTEs) are educated about…

We analyze a particular pedagogy for learning to interact productively with students and subject matter, which we call “rehearsal.” Our goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. We address two main research questions:…

This case study is an examination of one pre-service teacher's experience in a reading methods course, entitled Reading Models and Methods, and corresponding urban reading practicum. Jennifer (a pseudonym) participated in a program aimed to address varying dilemmas that persist in the field, including: pre-service teachers' discomfort with…

Two teacher educators utilized professional standards to inform their teaching. They used reflective dialog, action research, and critical inquiry in a standards-based language arts curriculum to support revisions and improvements in classroom practices and curriculum development. This led to new ideas about collaborative structures and stimulated…