ABSTRACT
This chapter explores the values, attitudes and dispositions of teachers broadly, and music teachers specifically, as described in the literature. It also explores how these values are developed through their musical and educational experiences. The chapter explains the case studies of music teachers that demonstrate how the effects of the socialisation process are lived out in classrooms. As Richardson identifies, formal knowledge about any subject area impacts on the beliefs teachers hold about teaching and learning. While personal beliefs and values may be strongly held by individuals, such beliefs and values may not serve the interests of the students. There is a close relationship between personal experiences and professional knowledge. As Mateiro and Westvall claim, music teachers' knowledge 'is influenced by the cultural contexts from which it springs and the social contexts in which it is displayed, internalised and enacted'. The usefulness of Bourdieu's theories as an analytical lens, allowing case studies to be interrogated and critiqued for particular purposes.
