ABSTRACT
In this chapter, I want to do two things. First, I wish to problematize what counts as teacher knowledges in music, to acknowledge what kind of musical knowledge is held and why that knowledge is important in the particular contexts in which teachers teach. Second, I will acknowledge the increased attention being given to the role of culture (and cultural learning) in teacher knowledge and the growing understanding of the influence culture has at the heart of learning (Cultural Learning Alliance 2011). I am aiming to reinstate the issue of knowledge creation as being integral to music and music teacher education; that is, what precisely do new teachers need to know and what is the knowledge that can be gained from music classroom environments that address what Invaldi and O’Neill (2008) call the ‘resonance gap’, which is a gulf between student interest and the school music curriculum?
