%0 Journal Article
%T Becoming Music Teachers in a Supportive String Project Community
%A Kristen Pellegrino
%J Journal of Music Teacher Education
%@ 1945-0079
%D 2019
%R 10.1177/1057083718803638
%X The purpose of this descriptive case study was to examine two music education students¡¯ experiences as String Project teachers (SPTs). Research questions were as follows: What connections were made between coursework and the authentic-context learning (ACL) experience? and What was the impact of ACL experiences on music teacher identity? Data were an open-ended questionnaire, journal entries, observations, videotaped teaching segments, and two semistructured interviews. These SPTs used terms and concepts explored in coursework in their goal-setting for themselves and their students, and also referenced concepts while reflecting on their teaching. The SPTs developed their music teacher identities as they learned in a supportive community, and they made connections between personal, musician, and teacher identities. Through ACL experience situated within a supportive String Project community, ideas initially explored during coursework became internalized as part of the SPTs¡¯ thinking, practices, philosophies, and identities
%K authentic-context learning
%K music education majors
%K music teacher identity
%K music teacher preparation
%K preservice music teachers
%K string music education majors
%K string teachers
%U https://journals.sagepub.com/doi/full/10.1177/1057083718803638