Abstract
Abstract This collective case study explored the efficacy of a short-course professional development format for fostering music teachers’ professional growth. Data generated with 2 professional development providers and 7 participants in a 7-day workshop for teacher-conductors offered insights into how the short course prompted teachers’ reflection and catalyzed changes in their practice. Themes revolved around participants’ evolving visions of the teacher-conductor role, personal risks associated with teacher reflection, and enabling conditions supporting teachers’ professional growth. Profiles of individual teacher-learners’ varied growth trajectories during the short course illustrated the complex, nonlinear, and idiosyncratic nature of teachers’ professional growth. Implications for professional development meeting the needs of experienced music educators are discussed based on these findings.
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