Perceptions of Experienced Music Teachers Regarding New and Experienced Teacher Professional Development

This study examined the perceptions of nine music teachers regarding teacher professional development (PD) for new and experienced teachers over the past 20 years. Data included reflections on past research studies that participants were a part of 20 and 10 years ago, respectively, as part of two individual interviews and a focus group interview conducted between fall 2019 and winter 2020. Findings are presented in the following categories: (a) new teacher PD support, (b) forms of PD, and (c) emerging topics within PD (including diversity equity, and inclusion; technology; trauma-information pedagogies; and social and emotional learning). These findings are discussed in relation to past research in these areas.