Abstract
The article examines the challenges and strengths implicit within teacher education practices in the disciplines of dance, music, drama/theater, and visual art education. Four specific arts teacher education themes are examined: (1) the changing nature of arts content knowledge, (2) emerging pedagogical practices, (3) professional and institutional issues, and (4) what teacher education can learn from arts teacher education. The article concludes with the suggestion that arts teacher education must be vividly portrayed and clearly heard as arts educators advocate for, research, and grapple with the complexities of teaching and learning in the arts within and across national borders.
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