@article{a166e9c8d1c24f0881b0fe76187c5b0c,
title = "What I learned from Alan: a case of change in an initial teacher training course",
abstract = "This article examines a change in the procedures for developing beginning teachers{\textquoteright} (trainees) subject knowledge on a music teacher training course. The change, provoked by the response of an extraordinary trainee, prompts the author to ask, {\textquoteleft}to what extent are changes in teachers{\textquoteright} practice provoked by extraordinary learners?{\textquoteright} and, {\textquoteleft}how might such processes be researched?{\textquoteright}",
keywords = "Teacher education, teacher preparation, music",
author = "Tim Cain",
note = "DeVries, P. (2000) Learning how to be a music teacher: an autobiographical case study, Music Education Research, 2(2), 165_180. Gammon, V. (2003) The subject general knowledge of secondary music PGCE applicants, British Journal of Music Education, 20(1), 83_99. QAA (2002) Subject benchmark statements*/music (Gloucester, Quality Assurance Agency for Higher Education). Shulman, L. (1986) Those who understand: knowledge growth in teaching, Educational Researcher, 15(2), 4_14. TTA (2003) Qualifying to teach: professional standards for qualified teacher status and requirements for initial teacher training (London, Teacher Training Agency). Yourn, B. R. (2000) Learning to teach: perspectives from beginning music teachers, Music Education Research , (2)2, 181_192.",
year = "2005",
doi = "10.1080/14613800500042174",
language = "English",
volume = "7",
pages = "119--124",
journal = "Music Education Research",
issn = "1461-3808",
publisher = "Taylor & Francis",
number = "1",
}