Portraits in Education : A Qualitative Look at the Teaching and Self-Perceptions of Music Theory Faculty Not Trained in Pedagogy

Conducted in 2010, the purpose of this qualitative study was to learn how the stories of a small group of music theory teachers from a small liberal arts college produced insights into the scholarship of teaching and learning in music theory pedagogy and to higher education in general. Follow the stories of educators Robert, Luke, Carl, Noah and Lori as they explore the personal side of their professional practice, as they reconcile their lack of formal teacher training and ultimately celebrate their successes in the college classroom. Through the research method of portraiture, the stories of these professors yield substantial and thoughtful emergent themes and issues. The research provides insights into the reflective practice of these music theorists as educators in higher education. In addition, the research investigates additional practice issues including: effectiveness, personal teaching strengths and weaknesses, hopes and fears.