The Oxford Handbook of Preservice Music Teacher Education in the United States Oxford Handbooks Series

The Oxford Handbook of Preservice Music Teacher Education in the United States identifies the critical need for change in Pre-K-12 music education. Collectively, the handbook's 56 contributors argue that music education benefits all students only if educators actively work to broaden diversity in the profession and consistently include diverse learning strategies, experiences, and perspectives in the classroom. In this handbook, contributors encourage music teachers, researchers, policy makers, and music teacher educators to take up that challenge. Throughout the handbook, contributors provide a look at ways music teacher educators prepare teachers to enter the music education profession and offer suggestions for ways in which new teachers can advocate for and adapt to changes in contemporary school settings. Building upon students' available resources, contributors use research-based approaches to identify the ways in which educational methods and practices must transform in order to successfully challenge existing music education boundaries.

Colleen Conway is Professor of Music Education at The University of Michigan. She has published over 90 research articles in music education. Book publications include: Great Beginning for Music Teachers: A Guide to Mentoring and Induction (2003); Handbook for the Beginning Music Teacher(2006); Teaching Music in Higher Education (2009); Handbook for the Music Mentor(2010); Handbook of Qualitative Research in American Music Education (2014) and Musicianship-Focused Curriculum and Assessment (2015). Kristen Pellegrino is Associate Professor of Music Education at the University of Texas at San Antonio and President-Elect of American String Teachers Association. Her degrees are from the University of Michigan (Ph.D. in music education and M.M. in violin performance/chamber music performance) and the Eastman School of Music (B.M. in music education and applied violin). Many of her 27 scholarly publications focuses on music teacher identity (preserivce, inservice,and music teacher educators), although she has published about other topics, including curriculum and assessment, qualitative methods, and teaching improvisation and composition to college students. Ann Marie Stanley is Associate Professor of Music Education at Louisiana State University. Before her LSU appointment in August 2016, Dr. Stanley was Associate Professor of Music Education at the Eastman School of Music where she served on the faculty from 2007-2016. Dr. Stanley received the Ph.D. in Music Education from University of Michigan in 2009. Before entering academia, she taught public school general music in California. Dr. Stanley has written on musical collaboration, qualitative research methodology, and music teacher professional development and curriculum in Arts Education Policy Review, Bulletin for the Council for Research in Music Education, and Research Studies in Music Education. In the last three years she has authored four book chapters: one in The Oxford Handbook of Qualitative Research in Amer