scholarly journals An Examination of Music Student Teaching Seminars at Midwestern Universities

2013 ◽  
Vol 24 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Christopher M. Baumgartner
Keyword(s):  
Student Teaching ◽  
Music Student

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.

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.

scholarly journals Music Student Teachers’ Perceptions of Their Seminar Experience: An Exploratory Study

2019 ◽  
Vol 29 (1) ◽  
pp. 11-25
Author(s):  
Christopher M. Baumgartner ◽  
Kimberly H. Councill
Keyword(s):  
Focus Group ◽  
Student Teachers ◽  
Learning Community ◽  
Student Teaching ◽  
Professional Learning ◽  
High Stakes ◽  
Safe Place ◽  
Teachers Perceptions ◽  
Music Student ◽  
Group Interviews

The purpose of this study was to examine music student teachers’ (MST) perceptions of their student teaching seminar. MSTs immersed in their P -12 placements and the accompanying seminar at three state universities in the Midwest served as focus group participants. Through analysis of focus group interviews and course documents, we focused on MSTs’ perceptions of seminar purpose, structure, content, and assessment methods. Overwhelmingly, MSTs perceived the seminar as a professional learning community and a “safe place,” and they appeared to prefer frequent seminar meetings. While some MSTs felt more time per seminar was needed, others expressed difficulty in focusing after a full day of teaching. High-stakes teacher performance and portfolio assessments were a major focus of seminar content. We recommend incorporating activities into the seminar that support continued pedagogical growth and socialization into the profession.

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.

Music Student Teachers

2013 ◽  
Vol 61 (1) ◽  
pp. 63-79 ◽  
Author(s):  
Janice N. Killian ◽  
Keith G. Dye ◽  
John B. Wayman
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Subject Matter ◽  
Stages Of Concern ◽  
Descriptive Study ◽  
Music Student ◽  
Teaching Information

In this descriptive study, we examined self-reported concerns of 159 music student teachers pre– and post–student teaching, over a period of 5 years. Resulting comments ( N = 867) were analyzed on the basis of (a) stages of teacher concern (focus on self, subject matter [music and teaching], and students) modeled after Fuller and Bown and (b) emerging categories of concern compared with those identified by Madsen and Kaiser. Stages of concern were reliably identifiable across all comments. Teachers, as predicted, began student teaching with more self (56%) and fewer student (4%) comments. Post–student teaching comments resulted in fewer self (33%) and more student (20%) mentions. Categorization of concerns indicated that pre– and post–student teachers shared some concerns (applying knowledge, discipline, confidence) but showed marked differences in other areas (cut out for teaching, information about students, administrative duties). Pre–student teaching categories were similar to those reported by Madsen and Kaiser a decade earlier; post–student teaching comments differed.

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