A Pilot Project Exploring Rural Classroom Music Teachers’ Perceptions and Practices via an Online Professional Development Course

Music teachers in urban, suburban, and rural communities face a multitude of challenges opportunities. To identify examine specific experiences that may be unique to general music teachers, we recruited six teacher-participants complete 5-week online professional development (PD) course for this exploratory study. We created teacher-led approach PD, implementing topics solutions generated by the participants. Using qualitative content analysis, found two categories themes discussion posts either connected or disconnected our participants with other on their context geographic setting. Although clearly articulated influences setting place-based pedagogy, shared issues related transcended location. Implications future PD include importance delivery methods developing differentiated teaching contexts settings.