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date: 13 November 2019

Abstract and Keywords

The Mountain Lake Colloquium, a biennial conference held since 1991 in Virginia, has become a robust and dynamic site for the professional learning of music teacher educators. The colloquium aspires to serve as a welcoming space for new colleagues, a seedbed of ideas, a forum for dialogue, a venue for disseminating scholarship, and a community of practice. This chapter captures the dimensions of the scholarship, practice, conversation, inquiry, reflection, and collegiality that have come to characterize participation in this community. It also describes the parallel creation and publication of six issues of the Mountain Lake Reader, a journal for disseminating related examples of practice and scholarly essays in artistic forms. The playful and polyvocal qualities of experience integral to the colloquium may inspire those interested in the professional development of music teacher educators and colleagues who are on the search to integrate scholarship and practice more fully and imaginatively.

Keywords: teacher educator communities, inquiry-centered teacher education, professional learning, theory-practice integration, general music education

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