DEVELOPING PROFESSIONAL KNOWLEDGE ABOUT MUSIC TEACHING AND LEARNING THROUGH COLLABORATIVE CONVERSATIONS

The intent of this case study was to generate understanding about collaborative conversations among early childhood music teachers and to explore the extent to which such conversations can function as professional development for those teachers. Through ongoing participation in 11 monthly conversations consisting of 5 to 12 music teachers, a core group of teachers merged. These teachers' perceptions of their own individual growth and how their participation in the conversations impacted that growth illustrate the importance of engaging with colleagues in collaborative work. Through sustained inquiry that fostered individual and collective growth, the group evolved from a community of learners to a community of practice. Questions raised include (a) how to best implement. collaborative professional development for groups of music teachers with diverse experience and training, (b) how to encourage participation in teacher inquiry groups, and (c) what. questions need to be asked about teacher beliefs and biases and how these may manifest in teaching practices.