Because teaching is an inherently political act, it is important for music teacher educators to consider their role in the public discourse and how they approach the political dimensions of teaching with future music educators. In this interest article, we offer a theoretical basis for engaging preservice music teachers in critical reflection and productive dialogue throughout their undergraduate music education coursework. In combination with theory, we describe specific strategies for designing environments and activities that encourage students to identify and question dualistic thinking, engage with diverse ideas and perspectives, and interrogate underlying assumptions and discursive patterns in their own and others’ thinking. Increasing undergraduate student competency in critical reflection and dialogue could motivate and assist them to pass on these important skills to their future PK–12 students.

由于教学本质上是一种政治行为，因此音乐教师教育者必须考虑他们在公共话语中的角色以及他们如何与未来的音乐教育者一起处理教学的政治层面。在这篇有趣的文章中，我们为职前音乐教师在整个本科音乐教育课程中进行批判性反思和富有成效的对话提供了理论基础。结合理论，我们描述了设计环境和活动的具体策略，鼓励学生识别和质疑二元思维，参与不同的想法和观点，并询问他们自己和他人思维中的潜在假设和话语模式。