Learning to teach music: A collaborative ethnography

This paper is an exploration of the use of collaborative ethnography as a q ualitative approach to research in music teacher education. A case study of a research project designed to explore the process of how novice teachers learn to teach elementary general music is used to discuss the interaction of theory and practice. Participants included 43 music education students c oncurrently enrolled in a teaching practicum, curriculum analysis class, an d reflective teaching seminar. Emphasis is given to describing and represen ting the students' experiences through a constructivist framework; both stu dy design, methods of data collecting and analysis are detailed though this framework. An emergent set of assertions is presented to illustrate studen ts' initial images and beliefs of teaching. A profile of one student is pre sented to illustrate though interpretation, incidence, transformation, and metaphor a particular process of learning to teach music.