Research in Music Teacher Education

Abstract

tion as a means of improving instruction, its delivery, and its evaluation. This viewpoint, however, must be challenged if the music education profession is to make significant improvements in the quality of teaching in America's music classrooms and rehearsal halls. Moreover, this position must be revised if research is to be viewed positively by both preparatory and practicing music educators. A positive view of research would facilitate necessary and desirable curricular and methodological modifications to school music programs. Music teacher education programs must include an early introduction to systematic inquiry and consistent reinforcement and use of research concepts. Additionally, the important research being done in traditionally academic educational settings, such as studies focusing on cooperative learning and effective schools, must not be minimized or-even worse-discredited as