With an aim to inform pedagogical processes for the development of more diverse and equitable music teaching practice, we sought to uncover the nature of norm-disruptive learning for music teachers. We defined “norm-disruptive learning” as any facet of music teacher development that problematizes and expands beyond previously known philosophies, pedagogies, and repertoires. A thematic synthesis methodology was used to consolidate qualitative research that explored characteristics of norm-disruptive experiences and the competencies music teachers developed. A total of 15 sources met inclusion criteria. Findings are organized into nine analytic themes and three meta-analytic themes which encompass the nature of norm-disrupting learning and related emerging competencies. We found that norm-disruptive experiences seem most likely to influence music teacher competency development when internal and external connections are made, which can occur through experiencing with thinking and camaraderie; when dissonant in nature, but also balanced with affirmative experiences; and when of substantial duration and vividness. Norm-disruptive experience with these characteristics can deepen understanding of self and diverse others, develop appreciation for difference, expand musical and pedagogical abilities, and spark motivation to continue learning or to implement new abilities.

为了告知教学过程以发展更加多样化和公平的音乐教学实践，我们试图揭示音乐教师的规范破坏性学习的本质。我们将“规范破坏性学习”定义为音乐教师发展的任何方面，这些方面将问题化并扩展到先前已知的哲学、教学法和曲目之外。使用主题综合方法来巩固定性研究，探索规范破坏经验的特征和音乐教师发展的能力。共有 15 个来源符合纳入标准。调查结果分为九个分析主题和三个元分析主题，其中包括破坏规范的学习的性质和相关的新兴能力。我们发现，当建立内部和外部联系时，破坏规范的经历似乎最有可能影响音乐教师的能力发展，这可以通过思考和友情的体验来实现；当本质上不和谐时，但也与肯定的经验相平衡；并且当具有相当的持续性和生动性时。具有这些特征的规范破坏性体验可以加深对自我和多样化他人的理解，培养对差异的欣赏能力，扩展音乐和教学能力，激发继续学习或实施新能力的动力。并且当具有相当的持续性和生动性时。具有这些特征的规范破坏性体验可以加深对自我和多样化他人的理解，培养对差异的欣赏能力，扩展音乐和教学能力，激发继续学习或实施新能力的动力。并且当具有相当的持续性和生动性时。具有这些特征的规范破坏性体验可以加深对自我和多样化他人的理解，培养对差异的欣赏能力，扩展音乐和教学能力，激发继续学习或实施新能力的动力。