Open AccessWhat About the Teacher? A Critical Interpretive Synthesis on Literature Describing Music Therapist/Teacher Consultation in Schools
Author(s) -
Megan Steele,
Alexander Hew Dale Crooke,
Katrina Skewes McFerran
Publication year - 2020
Publication title -
voices
Language(s) - English
Resource type - Journals
ISSN - 1504-1611
DOI - 10.15845/voices.v20i1.2839
Subject(s) - psychology , agency (philosophy) , music therapy , scope (computer science) , subject (documents) , music education , pedagogy , process (computing) , teacher education , set (abstract data type) , medical education , psychotherapist , medicine , sociology , social science , library science , computer science , programming language , operating system
This article presents findings from a critical interpretive synthesis of the literature pertaining to music therapist teacher support. Descriptions of music therapists providing support to teachers were identified in 40 publications and subject to a process of critical interrogation. Through this process, three tensions were identified that had the potential to impact negatively on teachers’ sustainment of outcomes from the music therapist teacher support experience. These included the challenge of a prevailing focus on students rather than teachers, an underlying tension between descriptions of education and therapy, and a lack of teacher-driven learning intentions. Within the following paper we argue for a shift from a focus on the needs of students to the agency of teachers to maximise possibilities for achieving sustained outcomes from future music therapist teacher support programs. We further propose widening the scope of music therapist support in schools to better align with the professional role of teachers.