Socialization of Undergraduate Music Education Majors in a Professional Development Partnership Model

Abstract

Abstract The purpose of this study was to examine music teacher education training models and model attributes that create the most effective environment in which undergraduate music education majors may construct their own professional identities unfettered by existing norms of the music technician profession, transcend tradition, and improve current music education practice. Research literature was examined to consider model design characteristics that affect undergraduate music education major socialization and identity orientation, learning that integrates learning theories with practice, and initial teaching is integrated with reflective practice. Through the collaborative university-school Professional Development Partnership model, a community of practice may empower undergraduate apprentice music teachers to think critically, develop creative independence in music teaching, construct beliefs about themselves as music teachers, and revise their principles regarding music teaching.