The purpose of this study was to investigate processes that led practicing music educators in a graduate course to examine their beliefs and practices regarding inclusion, responsiveness, equity, and justice. Using Charmaz’s constructivist approach to grounded theory, we interviewed 22 participants from MUS 8XX: Philosophy of Music Education. Constant comparative analysis yielded an explanatory framework, which we presented as a model and named “transformative learning processes (TLP) for practicing music teachers encountering social justice.” TLP comprises four interrelated components: “building Gemütlichkeit,” “grappling with difficult material,” “emotional intensity,” and “course structures,” with “stories” acting as a hub for each of the interconnected categories. By describing processes that led practicing teachers to examine their mindsets and plan to change their practices, TLP could provide guidance for music teacher educators at the graduate level regarding how to approach social justice topics in their teaching.

中文翻译：

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“我们都有更多的功课要做：”：一种建构主义的基础理论，用于实践音乐教师遇到社会正义的变革性学习过程

本研究的目的是调查导致实践音乐教育者在研究生课程中检查他们关于包容性、响应性、公平和正义的信念和实践的过程。使用 Charmaz 对扎根理论的建构主义方法，我们采访了来自 MUS 8XX：音乐教育哲学的 22 名参与者。不断的比较分析产生了一个解释性框架，我们将其作为一个模型呈现，并将其命名为“实践音乐教师遇到社会正义的变革性学习过程 (TLP)”。TLP 包含四个相互关联的组成部分：“构建 Gemütlichkeit”、“处理困难材料”、“情感强度”和“课程结构”，“故事”作为每个相互关联类别的枢纽。