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Abstract

The purpose of this study was to investigate interactions between two doctoral students and their colleagues in a graduate music education program and determine how a community of peer interactions functions as a resource to prepare music teacher educators. Results of this study showed that peer interactions between two participants and other students in graduate classes demonstrated characteristics of communities of practice (Wenger, 1998). The domain was the commonality of working as full-time music educators at the college-level and wanting to be better music teacher educators. While reflecting on this common goal, they developed a shared repertoire including their own strategies and skills related to class materials, which was closely related to the practice. The development of a community was greatly affected by the structure of the cohort program, similar career backgrounds, group work, and faculty members as facilitators. Suggestions for building a strong sense of belonging and mutual commitment beyond graduate classes are discussed.

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