Reflective practice positively affects preservice teacher growth. Yet, in structures used to support student teachers, faculty often prioritize professionalism and logistics over pedagogical concerns. The purpose of this intrinsic case study was to describe the use of pedagogical documentation with preservice music teachers to establish a culture of inquiry and community of practice during their student teaching experience. Repositioning supervisor-preservice teacher meeting time as a nonhierarchical space of uncovering student learning may be a pathway to encourage a collective discourse about teaching and facilitate preservice music teachers’ transition to inservice practice.
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