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Abstract

Teacher professional development (PD) occurs at many times throughout the school year and sometimes during the summer. Most music educators are familiar with back-to-school or election day in-service training that focus teachers' attention on all-school policies, procedures, initiatives, or directives. These topics often leave teachers wondering how these exercises will encourage personal reflection, thoughtful discussions, or innovative practices particular to their music teaching lives. In this paper, we explore two Massachusetts music-band directors' selfdesigned professional development projects in Việt Nam and share how travel-abroad opportunities developed understandings about structural violence or intercultural competence concerning music teaching and learning. We describe how this work informed our ideas about music teaching beyond notes or rhythms and envisaged a promising practice toward in-service teacher PD. We also considered the dangers of voluntourism as well as the limitations of shortterm study abroad experiences.

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