Student Teaching

2019 ◽  
pp. 508-541
Author(s):  
Christopher M. Baumgartner
Keyword(s):  
Beginning Teachers ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Teacher Educators ◽  
Teaching Experience ◽  
Assessment Tools ◽  
Music Teacher ◽  
Future Research ◽  
Music Student

The purpose of this chapter is to describe the current research on and practice of the student teaching internship within music teacher preparation programs. First, the chapter discusses the importance of student teaching, using research-based evidence from interns, beginning teachers, and music teacher educators to inform the practice of intern placement, while highlighting the importance of finding the “right fit” among personalities, philosophies, and pedagogical approaches. Next, it provides an overview of the triadic relationship among student teacher, cooperating teacher, and university supervisor, including each individual’s unique role in the student teaching experience. The chapter then describes various structures and content of the student teaching seminar—the co-requisite course that often accompanies the internship. Finally, it addresses popular assessment practices of student teachers, include sample observation assessment tools and resources for creating meaningful music student teacher evaluations. The chapter concludes with suggestions for future research on the music student teaching internship.

Considering Antiracism in Student Teacher Placement

2019 ◽  
Vol 28 (3) ◽  
pp. 58-71 ◽  
Author(s):  
Matthew C. Fiorentino
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Social Action ◽  
Teacher Educators ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Teacher Placement

Student teaching represents the culmination of a preservice music educator’s preparation. In student teaching, notions of the transformative potential of music education may be reinforced or subverted. The placement of student teachers, an underresearched process in music teacher education, may be a space where teacher educators can work toward racial justice. In this article, I explore critical antiracist theory in music teacher education in two fictionalized vignettes. I apply an antiracist lens to the process of student teacher placement to suggest ways to interrogate problematic policies and practices. Avenues for antiracist praxis include (a) naming the racialized nature of an institution’s professional network, (b) mapping the racial landscapes of prospective placements, (c) addressing issues of representation in student teacher placement, and (d) becoming race-power conscious. Through this article, I illustrate how antiracist theory might guide music teacher education toward social action by addressing issues related to racism, racial representation, and school segregation.

Music Student Teaching Seminars

2016 ◽  
Vol 35 (2) ◽  
pp. 62-69 ◽  
Author(s):  
Christopher M. Baumgartner ◽  
Kimberly H. Councill
Keyword(s):  
Beginning Teachers ◽  
Student Teachers ◽  
Student Teaching ◽  
Behavior Management ◽  
Teaching Experience ◽  
The United States ◽  
Course Structure ◽  
Music Student ◽  
Music Department ◽  
Teacher Needs

The purpose of this study was to examine the structure and content of music student teaching seminars at 4-year, degree-granting institutions accredited by the National Association of Schools of Music across the United States. A secondary purpose was to determine how these seminars (a) addressed perceived needs of student teachers and beginning teachers when reflecting on their student teaching experience and (b) met those needs through course structure and content. Though variability existed in frequency and length, most seminars ( n = 95, 77.86%) were taught in the music department. Participants ( N = 205; 42.71% overall response rate) indicated that teacher responsibilities, job searching, and behavior management were the most frequently addressed topics in their seminars; creating résumés, lesson planning, and peer discussions represented the most common activities. Data suggest variability in both structure and content of seminars, as well as a discrepancy between perceived student teacher needs and seminar content.

Authentic-Context Learning Activities in Instrumental Music Teacher Education

2001 ◽  
Vol 49 (2) ◽  
pp. 136-145 ◽  
Author(s):  
Stephen J. Paul ◽  
David J. Teachout ◽  
Jill M. Sullivan ◽  
Steven N. Kelly ◽  
William I. Bauer ◽  
...  
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Instrumental Music ◽  
Teaching Effectiveness ◽  
Music Teacher ◽  
Music Student ◽  
Context Learning ◽  
Low Levels ◽  
High Level ◽  
Authentic Context

The purpose of this study was to examine the relationship between the frequency of particular authentic-context learning (ACL) activities during undergraduate instrumental music teacher training and the initial teaching performance (ITP) of undergraduate instrumental music student teachers. Subjects (N = 30) were instrumental music student teachers at four major universities. Four ACL activities, identified from the literature and limited to instrumental music settings, included (a) early field experience teaching episodes, (b) peer-teaching episodes, (c) episodes of subjects watching videotapes of their teaching, and (d) episodes of subjects watching videotapes of their teaching with a coaching instructor. ITP was determined by evaluating teaching episodes, which occurred within the first 3 weeks of student teaching, using the Survey of Teaching Effectiveness (Hamann & Baker, 1996). Significant correlations were found between ITP and three of the four ACL activities. In addition, an overall ACL experience value was calculated and categorized into high, medium, and low levels. Those with a high level of ACL experiences were significantly better teachers than those with medium or low levels of ACL experiences.

Remote Observation of Graduate Interns

2013 ◽  
pp. 16-37
Author(s):  
Teresa Petty ◽  
Tina L. Heafner ◽  
Richard Hartshorne
Keyword(s):  
Student Teaching ◽  
Teacher Educators ◽  
Teacher Shortage ◽  
Teaching Experience ◽  
Future Research ◽  
Technological Tool ◽  
Remote Observation ◽  
New Challenges ◽  
The University ◽  
Traditional Approaches

The Remote Observation of Graduate Interns (ROGI) is a method crafted by researchers at the University of North Carolina at Charlotte that allows graduate interns completing their student teaching experience to be observed remotely. Initially developed as a teacher shortage solution, ROGI remains an active method of observing interns geographically removed from the university through a virtual, synchronous format. Since its inception, ROGI has progressed as a technological tool, and college policies have evolved to adopt its utility. Authors describe the components of ROGI, its implementation, and ways in which the process has changed over the first four years of use. They present research to articulate how technology-mediated processes introduced new ways of thinking about traditional approaches to teacher education and new challenges that accompanied this innovation. Authors conclude with recommendations for future research and how other researchers might embrace the potential of emerging technologies in preparing teacher educators.

Assessing Musical Development

2019 ◽  
pp. 418-446
Author(s):  
Joshua A. Russell
Keyword(s):  
Music Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Educators ◽  
Music Programs ◽  
Music Teacher ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Music Teacher Preparation ◽  
Education Courses

This chapter discusses the general landscape of assessment education in music programs and possible means of incorporating assessment learning in music teacher preparation programs. The chapter outlines a possible sequence of activities that would cover the more pertinent topics of assessment in an instructional sequence that would encompass all 4 years of a typical music education undergraduate program, as well as possible prototypical music education courses in which the topics could be incorporated with the ultimate aim of potentially leading to a more assessment-literate music education profession. The chapter describes steps that music teacher educators can take to help student teachers prepare for what their potential districts may require for teacher evaluation and teacher certification. It also emphasizes the importance of discussing contemporary school legal issues within the student teaching semester, even if students already are required to take a course that covers these issues.

scholarly journals Perceptions of the Student Teaching Triad: An Inquiry into Relationships and Supervision

2010 ◽  
Vol 16 (1) ◽  
pp. 53-66
Author(s):  
Kelle L. MURPHY
Keyword(s):  
Data Collection ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Cooperating Teachers ◽  
Teaching Experience ◽  
Teaching Triad ◽  
Supervision Of Student Teachers ◽  
Depth Interviews ◽  
Student Teaching Triad

LANGUAGE NOTE | Document text in English; abstract also in Chinese. The study was designed to examine the perceptions of relationships formed among members of the student teaching triad and to examine the perceptions of supervision of student teachers given by cooperating teachers and college supervisors. Participants (N = 24) included eight student teaching triads. The study was conducted over a 14-week student teaching experience. In-depth interviews and daily journals were employed as methods of data collection. It was found that training was not received by cooperating teachers and college supervisors and was based on experience. The coalition was formed between the student teacher and cooperating teacher. Expectations of cooperating teachers were higher and based on a pragmatic view whereas expectations of college supervisors were based on theory. 本文旨在探討實習教學與視學的關係，邀請得24位實習生進行14周的實習教學，初步結果顯示本科教師與大學講師對實習生存有不同的見解。

How the Match Gets Made: Exploring Student Teacher Placements across Teacher Education Programs, Districts, and Schools

2021 ◽  
pp. e20200014
Author(s):  
Elise St. John ◽  
Dan Goldhaber ◽  
John Krieg ◽  
Roddy Theobald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Education Programs ◽  
K 12

Emerging research finds connections between teacher candidates’ student teaching placements and their future career paths and effectiveness. Yet relatively little is known about the factors that influence these placements and how teacher education programs (TEPs) and K-12 school systems match teacher candidates to mentor teachers. In our study of this process in Washington state, we find that TEPs and K-12 systems share overarching goals related to successful student teacher placements and developing a highly effective teacher workforce. However, distinct accountabilities and day-to-day demands also sometimes lead them to prioritize other objectives. In addition, we identified informational asymmetries, which left TEPs questioning how mentor teachers were selected, and districts and schools with limited information with which to make intentional matches between teacher candidates and mentor teachers. The findings from this study inform both practice and research in teacher education and human resources. First, they illuminate practices that appear to contribute to informational gaps and institutional disadvantages in the placement of student teachers. Additionally, they raise questions about what constitutes an effective mentor teacher and provide researchers and policymakers with better insight into the professional realities of teacher educators and K-12 educators, as well as those of district human resource (HR) coordinators, which is important given their differing accountabilities and distinctive positionings in the education of teacher candidates.

The Systematic Development of Teaching Skills: A Sequence of Planned Pedagogical Experiences

1988 ◽  
Vol 8 (1) ◽  
pp. 73-86 ◽  
Author(s):  
Andrew C. Taggart
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Classroom Management ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Teaching Experience ◽  
Teaching Skills ◽  
Physical Education Teacher Education

Clinical and field experiences in physical education teacher education programs have gradually been added to the student teaching experience to allow student teachers more opportunities to develop teaching skills. The quality of these experiences appears to depend largely on the many contextual variables the student teachers confront rather than the successful performance of the teaching skills being practiced. If beginning physical education teachers are to share in a pedagogy developed from research in classroom management, instructional time, and teaching strategies, and if teaching skills are to be developed specific to these areas, then repeated supervised practice in a variety of settings is needed. The teacher education program described contains a sequentially arranged pattern of nine clinical and field experiences culminating in the final student teaching experience. The essential features of the pedagogical experiences are detailed, emphasizing time engaged in practice teaching, teaching skill focus, supervisory/data collection focus, and pupil teacher ratio.

Using Mobile Technologies to Co-Construct TPACK in Teacher Education

2015 ◽  
pp. 195-219 ◽  
Author(s):  
Cornelis de Groot ◽  
Jay Fogleman ◽  
Diane Kern
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Knowledge ◽  
Learning Environments ◽  
Student Teaching ◽  
Mobile Technology ◽  
Teacher Educators ◽  
Mobile Technologies ◽  
Teaching Experiences ◽  
Field Notes

How student teachers might benefit from using their mobile technologies during teaching experiences is a timely question for teacher educators. This chapter describes efforts to use the TPACK framework (Mishra & Koehler, 2006) to investigate how students use iPad computers during their student teaching and design appropriate supports. A design-based approach (Sandoval & Bell, 2004) was used over two years with two cohorts of student teachers (N=60). Descriptions of the use of the TPACK framework in this endeavor and findings from surveys and field notes about how and to what degree mobile technology can facilitate activities and interactions in planning, teaching, reflecting, and sharing are included. The case is made for co-learning and co-constructing by student teachers and teacher educators of the various TPACK domains of teacher knowledge in the context of mobile technology. Implications for developing supportive learning environments for 21st century student teachers are also discussed.

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