What Belongs in the Preservice Music Teacher Education Curriculum Part 2

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Arnett J. J. (2014). Emerging adulthood: The winding road from the late teens through the twenties. Oxford University Press.

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Conkling S. W. (2016). Understanding undergraduate music learners. Oxford Handbooks Online. https://doi.org/10.1093/oxfordhb/9780199935321.013.83

Conway C. M. Hibbard S. (2019). Pushing the boundaries from the inside. In Conway C. M. Pellegrino K. Stanley A. M. West C. (Eds.), The Oxford handbook of preservice music teacher education in the United States (pp. 3–22). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190671402.013.1

Douglas L. B. (2022). Getting to a good place with science instruction: Rethinking an appropriate conception of teaching science. Science Education, 106, 1054–1070. https://doi.org/10.1002/sce.21742

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Higgins C. (2012). The impossible profession. In Bowman W. D. Frega A. L. (Eds.), The Oxford handbook of philosophy in music education (pp. 212–230). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195394733.013.0012

Männikkö I. Husu J. (2019). Examining teachers’ adaptive expertise through personal practical theories. Teaching and Teacher Education, 77, 126–137. https://doi.org/10.1016/j.tate.2018.09.016

Moran R. M. R. Robertson L. Tai C. Ward N. A. Price J. (2023). Developing pre-service teachers’ adaptive expertise through STEM-CT integration in professional development and residency placements. Frontiers in Education, 8, Article 1267459. https://doi.org/10.3389/feduc.2023.1267459

Severson-Irby E. Parkhouse H. (2025). Using action research to support educators’ development of adaptive expertise with culturally responsive education. Teachers College Record, 127(2), 32–64. https://doi.org/10.1177/01614681251331786

Soslau E. Kotch-Jester S. Scantlebury K. Gleason S. (2018). Coteachers’ huddles: Developing adaptive teaching expertise during student teaching. Teaching and Teacher Education, 73, 99–108. https://doi.org/10.1016/j.tate.2018.03.016