Traditional theorising around music teacher education has focused largely on dichotomies
between theory and practice. The dominant stories of teaching, knowing and researching
which underpin this theorising arise from Enlightenment views of humanism where
knowledge is fixed and transferable, where bodies and materials are used as tools towards
cognitive gain, where the spoken and written word dominate. This study challenges these
stories,'troubling'views of music teacher education and approaches to researching it. These …