What About the Teacher? A Critical Interpretive Synthesis on Literature Describing Music Therapist/Teacher Consultation in Schools

Abstract

This article presents findings from a critical interpretive synthesis of the literature pertaining to music therapist teacher support. Descriptions of music therapists providing support to teachers were identified in 40 publications and subject to a process of critical interrogation. Through this process, three tensions were identified that had the potential to impact negatively on teachers’ sustainment of outcomes from the music therapist teacher support experience. These included the challenge of a prevailing focus on students rather than teachers, an underlying tension between descriptions of education and therapy, and a lack of teacher-driven learning intentions. Within the following pap..