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date: 25 February 2021

Abstract and Keywords

This chapter takes an expanded view of practitioner inquiry to include multiple traditions being conducted by P-12 teachers, in-service teachers, teacher candidates, and teacher educators. Discussion includes the historical roots and defining qualities of four traditions of practitioner inquiry: action research, teacher research, self-study, and communities of practice. Selected studies in music education are examined to provide a view of the kinds of focusing questions prompting the many versions and variants of practitioner inquiry, as well as to illustrate the dialogic relationship of inquiry and practice. Critiques of practitioner inquiry and current obstacles facing researching teachers in music education are reviewed for the purpose of forwarding the conversation about the promises and pitfalls of practitioner inquiry. Suggestions for new voices, networks, and venues are made in order to move the tradition of practitioner inquiry into fuller view within qualitative research in music education.

Keywords: practitioner inquiry, teacher research, action research, self-study, community, researching teachers, dialogic

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