Abstract and Keywords
Preservice choral music teacher preparation benefits from reviews of literature, published over four decades that, taken together, document the gradual transformation of practice. These reviews of literature provide a place to begin the present chapter, followed by an update of that literature to determine where the field has remained stable and where boundaries have been challenged and expanded in the 21st century. Subsequently, a content analysis of major textbooks for choral methods courses is undertaken, revealing gaps between research and practice in these areas: (a) connecting vocal development to social development, (b) connecting teacher effectiveness to student progress, and (c) recognizing the multiple cultural influences on choral singers. The chapter concludes with a proposed framework for preparation of choral music educators, borrowed from the training of healthcare professionals, called cultural humility. Cultural humility is not intended to be learned in a classroom, but instead through ongoing clinical practice.
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