Abstract
Increasing evidence, both in general education and music education, points to the significance of inquiry as a part of teacher preparation. The purpose of this case study was to investigate the ways in which an introductory research project would help preservice music educators understand good music teaching and to discover the extent to which such an experience might foster a continued interest in inquiry. Four upper-level instrumental music education students participated in this case study of their case study of an instrumental music teacher, conducted in the context of an instrumental methods course. The student researchers gathered and analyzed data, presented them to their peers, and submitted a written case study as their final project for the semester. The guiding question for this study was, “What does an inquiry-based case study project reveal about preservice music educators’ images and beliefs in relation to good music teaching?”
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