Peer Mentoring in a University Music Methods Class

2017 ◽  
Vol 27 (2) ◽  
pp. 23-38 ◽  
Author(s):  
Andrew Goodrich ◽  
Elizabeth Bucura ◽  
Sandra Stauffer
Keyword(s):  
Teacher Preparation ◽  
Student Perceptions ◽  
Peer Mentoring ◽  
Music Teacher ◽  
Teaching Experiences ◽  
Teaching Knowledge ◽  
Comfort Levels ◽  
Music Methods ◽  
Music Teacher Preparation ◽  
The Impact

The purpose of this study was to investigate undergraduates’ perceptions of peer mentoring and the impact of peer mentoring in a music teacher preparation course. The following questions were included: What knowledge and abilities do students bring to the peer mentoring process? How do students perceive their roles as teachers and learners in the peer mentoring experiences? How do the students benefit, if at all, from peer mentoring experiences? Students participated in four planned peer mentoring experiences; an unanticipated, informal mode of peer mentoring emerged during large-group teaching experiences. Analysis revealed that student perceptions of and comfort levels with peer mentoring varied as their roles as teacher or learner changed. Findings suggest that students use prior music and teaching knowledge when engaged in peer mentoring and their enactment of teaching roles varied depending on the structure of peer mentoring episodes. Benefits to students included increased awareness of themselves as teachers and enhanced comfort with providing and receiving critique.

Cultivating Teachers of General Music Methods: The Graduate Years

2018 ◽  
Vol 28 (1) ◽  
pp. 10-23 ◽  
Author(s):  
Christa R. Kuebel ◽  
Lisa Huisman Koops ◽  
Vanessa L. Bond
Keyword(s):  
Identity Development ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Music Teacher ◽  
Mentoring Relationships ◽  
General Music ◽  
Conference Calls ◽  
Music Methods ◽  
Or Team ◽  
The Impact

The purpose of this autonarrative inquiry was to explore the professional identity development and mentoring relationships of three general music teacher educators during their time at one university. We present our stories of development and re-visioning as general music methods educators through our roles as educator, learner, and co-learner while having taught or team-taught general music methods at Case Western Reserve University (Cleveland, Ohio) over the past 10 years. Data included individual journals and transcripts of monthly Google text chats and conference calls. We analyzed the data through the commonplaces of temporality, sociality, and place, and engaged in re-storying. Investigating the process of becoming a general music methods instructor provided important insights concerning the impact of time, people, and places on the transition from music teacher to music teacher educator.

The App Scavenger Hunt

2021 ◽  
pp. 56-66
Author(s):  
Gena R. Greher ◽  
Savannah H. Marshall
Keyword(s):  
Preservice Teachers ◽  
Music Teacher ◽  
Diverse Range ◽  
Theory To Practice ◽  
Creative Music ◽  
Music Methods ◽  
Music Teacher Preparation ◽  
University Professor ◽  
Teaching Music ◽  
Creative Music Making

The chapter focuses on projects designed to enhance student engagement with, and exploration of, mobile devices. Helping preservice teachers manage the often steep learning curve that goes hand in hand with connecting theory to practice is but one aspect of music teacher preparation. For the methods student and university professor alike, staying abreast of the current PK-12 school population’s musical needs poses unique conditions for curriculum development. Learning how to use technology while working with a diverse range of students presents challenges for all who are involved in teaching music with technology. The App Scavenger Hunt is an introductory project intended to foster collaboration by exploring the variety of apps available for later projects such as spontaneous musical jam sessions, group composition, and the (re)creation of cover tunes. These musicking experiences, in conjunction with field experiences in music methods classes, aided university students’ embrace of the potential for creative music making with mobile technology.

Perceptions of Beginning Teachers, Their Mentors, and Administrators Regarding Preservice Music Teacher Preparation

2002 ◽  
Vol 50 (1) ◽  
pp. 20-36 ◽  
Author(s):  
Colleen Conway
Keyword(s):  
Teacher Preparation ◽  
Music Education ◽  
Beginning Teachers ◽  
Music Teacher ◽  
Teacher Preparation Program ◽  
First Year ◽  
Preparation Program ◽  
First Year Teachers ◽  
Validity Of Results ◽  
Music Teacher Preparation

The purpose of this study was to evaluate the preservice music teacher preparation program at a large midwestem university (in this article called “BTU” for “Big Ten University”) through an examination of the perceptions of beginning teachers and their mentors and administrators. Primary research participants included seven first-year teachers from BTU's class of 1999 and seven first-year teachers from the class of 2000. Data from these participants included individual interviews, focus group interviews, teacher journals, classroom observations by the researcher, mentor interviews, administrator interviews, and responses on an open-ended “End-of-Year Questionnaire.”In addition, secondary participants (n = 11) completed the End-of Year Questionnaire regarding their first-year experiences and the teacher preparation program. Results and discussion include descriptions of the perceptions regarding the most valuable parts of preparation and the least valuable parts of preparation, as well as suggestions for preservice teacher preparation made by teachers, mentors, administrators, and the researcher. Issues of validity of results and transferability of findings to other settings are discussed in addition to possible implications for teacher education and music education program evaluation research.

Comparing Field-Teaching Experiences: A Longitudinal Examination of Preservice and First-Year Teacher Perspectives

2017 ◽  
Vol 65 (3) ◽  
pp. 264-286 ◽  
Author(s):  
Sarah J. Bartolome
Keyword(s):  
Teacher Preparation ◽  
Service Learning ◽  
Student Teaching ◽  
Music Teacher ◽  
Teacher Preparation Program ◽  
First Year ◽  
Job Interviews ◽  
Observation Process ◽  
Wide Range ◽  
Music Teacher Preparation

The purpose of this longitudinal study was to examine preservice and first-year music educators’ perspectives on fieldwork activities embedded within a music teacher preparation program. One cohort of students was tracked for 2.5 years as they participated in an elementary teaching practicum, fulfilled the student teaching internship, and ultimately entered the field. Drawing on data from a previous study of the same cohort’s perceptions of a service-learning project (2013), this report provides a comparative analysis of the students’ evolving perceptions of fieldwork over time. The perceived transfers of emergent skills and dispositions to the first year of practice also are explored with particular attention to the voices of first-year teachers. Findings suggested a wide range of benefits associated with each type of fieldwork, including overlapping and unique constructs. Perceived collective transfers included comfort and experience, habits of self-reflection, skills and knowledge for job interviews, and comfort with the observation process. These findings may assist higher education professionals as they design field-teaching activities and make informed decisions about best practices in music teacher preparation.

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