Student Teaching Seminars: Ideas for a Collaborative and Meaningful Culminating Experience

2017 ◽  
Vol 104 (1) ◽  
pp. 62-70 ◽  
Author(s):  
Kimberly H. Councill ◽  
Christopher M. Baumgartner
Keyword(s):  
Music Education ◽  
Student Teaching ◽  
Cooperating Teachers ◽  
Education Curriculum ◽  
Course Work ◽  
Crucial Component

The student teaching seminar is a crucial component in the final course work of the music education curriculum, though research that examines the structure and content of this important course is minimal. In this article, we provide in-depth descriptions of sample seminar activities, assessments, resources, and suggestions for creating a meaningful experience through collaboration with cooperating teachers.

Administrators' Ratings of Competencies for an Undergraduate Music Education Curriculum

1978 ◽  
Vol 26 (1) ◽  
pp. 3-15 ◽  
Author(s):  
Joel R. Stegall ◽  
Jack E. Blackburn ◽  
Richard H. Coop
Keyword(s):  
Music Education ◽  
General Education ◽  
Student Teaching ◽  
Professional Education ◽  
Undergraduate Curriculum ◽  
Education Curriculum ◽  
Applied Music ◽  
Education Professional ◽  
Music Ensembles ◽  
Teaching Music

The purpose of this study was to develop ratings by National Association of Schools of Music member institutions of competencies for an undergraduate curriculum in music education. Competencies were limited to the cognitive aspects of basic musicianship, applied music, and music education methods. Competencies in general education, professional education (including student teaching), music ensembles, and competencies in the affective and psychomotor domains were excluded. Testing conditions and criteria also were excluded. A questionnaire composed of 99 competencies was mailed to each of the NASM schools believed to offer undergraduate degrees in music education. The respondents were asked to indicate their opinion of the value of each competency by rating it on a scale from one (low) to five (high). The result of the study is a list of 84 competencies with a mean rating of 3.5 or higher.

Implementing a Co-Teaching Model in Music Student Teaching: A Literature Review

2019 ◽  
Vol 38 (1) ◽  
pp. 18-24
Author(s):  
Jieun Kim
Keyword(s):  
Literature Review ◽  
Music Education ◽  
Student Teachers ◽  
Reflective Practice ◽  
Student Teaching ◽  
Cooperating Teachers ◽  
Music Teachers ◽  
Teaching Model ◽  
Music Student ◽  
Music Classrooms

The purpose of this literature review is to examine music education research concerning the emerging practice of co-teaching between cooperating music teachers and student teachers, and to understand the benefits of co-teaching for both. The review is organized into two sections: (a) how cooperating music teachers and student teachers view their co-teaching experiences and (b) how cooperating music teachers mentor student teachers in a co-teaching model. Co-teaching during student teaching can occur successfully through cooperating teachers’ willingness to facilitate the co-teaching process, student teachers’ reflective practice with cooperating teachers and careful sequencing in teaching opportunities, and co-teachers’ engagement in daily communication activities. Music education researchers should continue to examine various topics related to implementing a co-teaching model in student teaching. This article will provide current P–12 music teachers with successful co-teaching examples and suggestions for applications in music classrooms.

scholarly journals A Multiple Case Study of Music Cooperating Teacher Roles in Mentoring Dialogues

2021 ◽  
pp. 105708372110252
Author(s):  
Angela Munroe
Keyword(s):  
Music Education ◽  
Student Teaching ◽  
Student Teacher ◽  
Cooperating Teachers ◽  
Cooperating Teacher ◽  
Teacher Roles ◽  
Individual Interviews ◽  
Teaching Context ◽  
Multiple Case

While music education researchers have examined cooperating teacher and student teacher interactions via classroom observations and interviews, there is little research on extended dialogues between the cooperating teacher and student teacher or various mentoring roles (coach, guide, model, and evaluator) assumed by cooperating teachers. During one 8-week student teaching placement period, I recorded extended dialogues between four student teacher-cooperating teacher pairs, along with individual interviews. Data were analyzed using the mentor roles in dialogues model. The mentoring role assumed during dialogues reflected the student teaching context, perceptions about appropriate roles, cooperating teacher and student teacher personalities, and their relationship. Mentoring dialogues were especially influenced by unique features of the music ensemble class.

Courses for Secondary Instruments

2019 ◽  
pp. 344-363
Author(s):  
Molly A. Weaver
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Promising Practices ◽  
Education Curriculum ◽  
Music Teacher Education ◽  
Teaching Activities ◽  
School Based ◽  
Secondary Instrument ◽  
Institutional Model

The main purpose of this chapter is to synthesize the literature regarding courses for secondary instruments in the interest of making recommendations for promising practices. The chapter also is intended to “push boundaries from within the system” of music teacher education. That is, it is intended to be a resource for those who prepare preservice music teachers (PMTs) for the realities of P-12 school-based music education and who aspire to instill in these new colleagues a disposition toward change. The chapter is divided into six sections: importance of secondary instrument courses, characteristics and configurations of secondary instrument courses, focus and content of secondary instrument courses, peer teaching activities and field experiences within secondary instrument courses, recommendations for promising practices (including professional development beyond the preservice music education curriculum and an institutional model for secondary instrument courses), and future considerations.

Evaluation of the Clinical Professorship within a University TEC Model

1975 ◽  
Vol 157 (4) ◽  
pp. 40-53 ◽  
Author(s):  
William W. Wilen ◽  
Richard D. Hawthorne
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Professional Training ◽  
Formative Evaluation ◽  
Cooperating Teachers ◽  
Training Programs ◽  
Teaching Program ◽  
Major Purpose ◽  
Traditional Student ◽  
Data Analyses

Three years ago Kent State began making the transition from a traditional student teaching program to the Teacher Education Center approach. The major purpose was to bring together school and university people in a parity relationship to jointly plan, implement and evaluate the field-based components of professional training programs. As Kent State moved into the center approach, the responsibilities of student teaching supervisors began to change significantly. This prompted a redefinition of the role and title change to clinical professor. Last year the analysis of the data received from a comprehensive formative evaluation effort of our TEC program was completed. A major component of the assessment was the in-depth examination of the clinical professorship as perceived by TEC administrators, cooperating teachers, associate teachers and clinical professors. The data, analyses, and implications are reported in this manuscript. A major overall implication of the findings is that the clinical professor is the critical linkage between school and university in teacher preparation.

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