Developing music-specific culturally responsive teaching professional development: an autoethnographic action research study

Elizabeth Weikle; Drew Coles

doi:10.29329/journalted.40

Authors

Elizabeth Weikle Monticello High School, United States https://orcid.org/0009-0005-7557-5962
Drew Coles Teachers College, United States https://orcid.org/0009-0002-2936-2067

DOI:

https://doi.org/10.29329/journalted.40

Keywords:

Culturally responsive teaching, Teacher training, Autoethnographic action research, Critical pedagogy, Reflexivity in teaching, Professional development

Abstract

This study employs Autoethnographic Action Research to investigate the design and implementation of professional development sessions on culturally responsive teaching (CRT) in music education within the state of Virginia. Previous literary research underscores the pressing need for educational practices that foster equity, understanding, and respect for diverse cultural backgrounds. The professional development sessions were designed to support music educators to move beyond diversifying repertoire to developing a deep understanding of students' cultural backgrounds, engaging in reflective practices, and undergoing transformative learning experiences. Field notes on participant discussions revealed that while participants demonstrated growth in CRT awareness and strategies, challenges such as discomfort with discussions on race, limitations in applying CRT beyond repertoire, and constraints of time and resources persisted. The study identifies significant issues in professional development for music educators, including time constraints, isolation, and a lack of relevant, discipline-specific training. Key findings suggest that effective CRT requires educators to deconstruct existing teaching practices, confront their own biases, and actively seek resources and strategies that align with students' diverse cultural backgrounds. The incorporation of real-life examples, collaborative lesson planning, and reflective activities within professional development sessions emerged as essential for enhancing educators' confidence and competence in CRT.

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