Main Article Content
This paper explores the importance of examining teacher images as an element of music teacher education. Focusing on teacher pictures drawn by graduate and undergraduate music education students as a way of initiating dialogue between personal and professional theory, it presents a way of bridging the gap between the theory of the university programme and that of professional practice. Students work in a spirit of reflexive inquiry and use picture drawing, in addition to story writing and metaphor, to explore their personal theories of music teaching and what it means to be a "teacher."
How to Cite
DOLLOFF, Lori-Anne. Evoking Beliefs About Music Teaching And Learning. GEMS (Gender, Education, Music, and Society), the on-line journal of GRIME (Gender Research in Music Education), [S.l.], v. 7, n. 5, may 2014. ISSN 1710-6923. Available at: <https://ojs.library.queensu.ca/index.php/gems/article/view/5235>. Date accessed: 19 sep. 2017. doi: https://doi.org/10.5561/gems.v7i5.5235.
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