Toward internationalizing general music teacher education in a US context

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In this case study of an undergraduate internationalized general music course, I examine the content of the curriculum with the central question: How can teacher educators prepare future educators to recognize diverse arts cultures and communities, know how to learn about, and incorporate these bi- and multi-lateral perspectives into instruction? The analysis of reflective statements, a survey and projects of students enrolled in the course provides information on how they conceptualize internationalization and its practice in elementary general music.

Original languageEnglish (US)
Pages (from-to)305-325
Number of pages21
JournalJournal of Research in International Education
Issue number3
StatePublished - Dec 2009


  • Elementary general music
  • Internationalizing
  • Pre-service teachers
  • Reflective practice


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