Collaborative professional development (PD) efforts are increasingly popular and successful across the United States. In this article, we highlight the voice of the teacher in brief descriptions of PD efforts that support collaboration as a key component of meaningful music teacher PD. To draw a vivid picture of the potential and possibilities in models of music teacher collaborative PD, we connect eight practicing teachers’ positive PD experiences to recommendations from recent research findings. We also make suggestions for music teacher educators about the implications of these findings about the establishment of a disposition in preservice teachers toward valuing collaborative development.
AllenD.BlytheT. (2004). The facilitator’s book of questions: Tools for looking together at student and teacher work. New York, NY: Teachers College Press.
2.
BallantyneJ. (2007). Documenting praxis shock in early-career Australian music teachers: The impact of pre-service teacher education. International Journal of Music Education, 25, 181–191.
3.
BarrettJ. (2007). Music teachers’ lateral knowledge. Bulletin of the Council for Research in Music Education, 174, 7–23.
4.
BauerW. I. (2007). Research on PD for experienced music teachers. Journal of Music Teacher Education, 17(1), 12–21.
5.
BeitlerN. S. (2011, April). Collaborative reflection: A deeper understanding of the reflective practices of middle school teachers. Paper presented at the MENC Eastern Division Biennial In-Service Conference, Baltimore, MD.
6.
BlairD. V. (2008). Mentoring novice teachers: Developing a community of practice. Research Studies in Music Education, 30(2), 99–117.
7.
ConwayC. M. (Ed.). (2003). Great beginnings for music teachers: Mentoring and supporting new teachers. Reston, VA: MENC.
8.
ConwayC. M.HibbardH.AlbertD.HouriganR. (2005). Professional development for arts teachers. Arts Education Policy Review, 107(1), 3–9.
9.
ConwayC. M.HolcombA. (2008). Perceptions of experienced music teachers regarding their work as music mentors. Journal of Research in Music Education, 56(1), 55–67.
10.
Darling-HammondL. (2005). Teaching as a profession: Lessons in teacher preparation and professional development. Phi Delta Kappan, 87, 237–240.
11.
Darling-HammondL.McLaughlinM. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76, 597–604.
12.
ErosJ. (2011). The career cycle and the second stage of teaching: Implications for policy and PD. Arts Education Policy Review, 112, 65–70.
13.
Feiman-NemserS. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103, 1013–1055.
14.
GaretM. S.PorterA. C.DesimoneL.BirmanB. F.YoonK. S. (2001). What makes PD effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915–946.
15.
GruenhagenL. (2008). Investigating PD: Early childhood music teacher learning in a community of practice (Unpublished doctoral dissertation). University of Rochester, Eastman School of Music, New York, NY.
16.
GruenhagenL. (2009). Developing professional knowledge about music teaching and learning through collaborative conversations. In ThompsonL. K.CampbellM. R. (Eds.), Research perspectives: Thought and practice in music education (pp. 125–151). Charlotte, NC: Information Age.
HammelA. M. (2007). Professional development research in general education. Journal of Music Teacher Education, 17(1), 22–32.
19.
HargreavesA. (1995). Development and desire: A postmodern view. In GuskeyT. R.HubermanM. (Eds.), Professional development in education: New paradigms and practices (pp. 9–34). New York, NY: Teachers College Press.
20.
JundaM. E. (1994). A model in-service music teacher education program. Journal of Music Teacher Education, 3(2), 6–20.
21.
KruegerP. J. (1999). New music teacher speaks out on mentoring. Journal of Music Teacher Education, 8(2), 7–13.
22.
MerriamS. B.CaffarellaR. S.BaumgartnerL. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.
23.
PellegrinoK. (2011). Exploring the benefits of music-making as professional development for music teachers. Arts Education Policy Review, 112, 79–88.
24.
PenuelW. R.FishmanB. J.YamaguchiR.GallagherL. P. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44, 921–958.
25.
ReynoldsA. M.RobbinsJ.BauerW.ErosJ.StanleyA. M. (2010, April). Professional development for experienced music teachers: Learning in community. Paper presented at the Biennial Music Educators National Conference, Society for Music Teacher Educators: ASPA Session, Anaheim, CA.
26.
RobbinsJ. (1994/1995). Levels of learning in Orff SPIEL. Bulletin of the Council for Research in Music Education, 123, 47–53.
27.
RoulstonK.LegetteR.WomackS. T. (2005). Beginning music teachers’ perceptions of the transition from university to teaching in schools. Music Education Research, 7, 59–82.
28.
StanleyA. M. (2011). Professional development within collaborative teacher study groups: Pitfalls and promises. Arts Education Policy Review, 112, 71–78.
29.
StanleyA. M. (2012). What is collaboration in elementary music education? A social constructivist inquiry within a collaborative teacher study group (CTSG). Bulletin of the Council for Research in Music Education, 192, 53–74.
30.
WestC. (2011). Action research as a PD activity. Arts Education Policy Review, 112, 89–94.
