Music teacher educator growth through Self-Study of Teacher Education Practices (S-STEP) research

Bibliographic Data

ID21490146
AuthorsColleen Conway (0000-0002-7316-8918, University of Michigan, corresponding author), Mike Vecchio (0000-0001-5319-5364, University of Illinois Urbana-Champaign), Rebekah Weaver (0000-0002-2567-2028, Ball State University)
Year2025
Volume43
Issue4
Pages704-716
Publication date2025-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Music Education (JOURNAL)
Journal identifiersISSN: 0255-7614 • E-ISSN: 1744-795X
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/02557614241238745
OpenAlexW4393055482
LanguageEN
Citations received1
References cited27

This paper describes music teacher educator growth during a Self-Study of Teacher Education Practices (S-STEP) conducted over the course of one academic year. Research questions included: (a) How do the researchers describe the experience of conducting a S-STEP; and (b) What is the perceived impact of the S-STEP on our understanding of our students and the curriculum? Data included researcher journals, eight recorded self-study team meetings (2–3 hours each), video recordings of sophomore and junior students discussing readings and fieldwork experiences, and researcher reflections on individual interviews with 13 the student participants. Evidence from the S-STEP is presented in the areas of: (a) Setting it Up/Power; (b) Growing Understanding of Students; (c) Growing Understandings of the Curriculum; and (d) The Process of S-STEP. Suggestions are provided for music teacher educators interested in S-STEP work

Mathematics education · Music education · Pedagogy · Sociology · Teacher education · Diverse Music Education Insights · Music Education and Analysis · Psychology · Teacher Education and Leadership Studies

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Open DOIOpen Access