Perceptions of Cooperating Music Teachers on Service Motives, Relationships, and Mentoring Strategies During Student Teaching

2018 ◽  
Vol 28 (1) ◽  
pp. 24-39 ◽  
Author(s):  
C. Michael Palmer
Keyword(s):  
High School ◽  
Student Teachers ◽  
Student Teaching ◽  
Cooperating Teachers ◽  
Music Teachers ◽  
Teaching Experience ◽  
Band Director ◽  
High School Band ◽  
Skill Sets ◽  
School Band

The purpose of this qualitative study was to examine the perceptions of four cooperating teachers concerning their role in the music student teaching experience. Participants included an elementary music educator, middle school band director, high school band director, and a high school choir director. Research questions were (a) What are the personal and professional motivations for hosting a student teacher? (b) How do cooperating teachers describe relationships with student teachers? and (c) What strategies do cooperating teachers use in mentoring student teachers? Data collected included two interviews with each participant and a focus group interview. Participants expressed a desire to help the next generation of music teachers and an eagerness to learn new teaching strategies from interns and collaborate with them in a co-teaching model. Relationships were built around student teachers’ skill sets, personality, and work ethic. Mentoring strategies included modeling, facilitating learning opportunities, and regular discussion and reflection activities.

Cooperating Music Teachers’ Opinions Regarding the Importance of Selected Traits, Behaviors, and Skills as Predictors of Successful Student Teaching Experiences

2020 ◽  
Vol 68 (4) ◽  
pp. 451-468
Author(s):  
Philip B. Edelman
Keyword(s):  
Student Teaching ◽  
Student Behavior ◽  
Cooperating Teachers ◽  
Music Teachers ◽  
Teaching Experience ◽  
Personal Traits ◽  
Successful Student ◽  
Teacher Success ◽  
Selected Traits ◽  
Teacher Traits

The purpose of this study was to determine the perceptions of cooperating teachers regarding the importance of certain teacher traits, behaviors, and skills as predictors of a successful student teaching experience. The sample consisted of teachers who had served as cooperating teachers ( N = 519). Participants rated a list of 40 teacher traits, behaviors, and skills based on their (perceived) importance as predictors of student teacher success. I constructed ranked lists for each demographic grouping of respondents by the mean score for each item, and these lists were examined using a method put forward by Teachout. Results revealed that the highest-rated items regardless of demographic grouping variables were demonstrating appropriate social behavior, stress management, fostering appropriate student behavior, establishing a positive rapport with others, and enthusiasm. All participant groups rated personal traits, behaviors, and skills as most important; followed by teaching traits, behaviors, and skills; then musical traits, behaviors, and skills. Content analyses of open-ended questions revealed that no items had a universal meaning among participants in this study.

Relationships between Motivation Variables and Selected Criterion Measures of High School Band Directing Success

1981 ◽  
Vol 29 (3) ◽  
pp. 183-198 ◽  
Author(s):  
Florentino J. Caimi
Keyword(s):  
High School ◽  
Teacher Effectiveness ◽  
Music Performance ◽  
Performance Criterion ◽  
Ethical Values ◽  
Band Director ◽  
High School Band ◽  
Ensemble Performance ◽  
School Band

The level of musicianship achieved by the high school band is often attributed to the director. The personality subcategory referred to as motivation is increasingly becoming recognized as an important factor in teacher effectiveness. Motivational characteristics that contribute to the success of the high school band director are unclear. The purpose of this study was to investigate relationships between eight motivational vari ables and three criteria of high school band directing success. The criteria of band directing success were: (1) ensemble musicianship, (2) ensemble music performance, and (3) students' ratings of their director. A combination of two motivational vari ables–conscious concern for security and subconscious concern for home and parents–were statistically significant predictors of the ensemble performance criterion, while subconscious concern with ethical values was a statistically significant predictor of the ensemble musicianship criterion. The number of students in the high school was also found to be a statistically significant predictor of band directing success.

The Back Page: Teaching the Pythagorean Theorem for Understanding

2009 ◽  
Vol 103 (2) ◽  
pp. 160
Author(s):  
Blake E. Peterson
Keyword(s):  
High School ◽  
Student Teachers ◽  
Student Teaching ◽  
Junior High School ◽  
Lesson Study ◽  
Cooperating Teachers ◽  
Pythagorean Theorem ◽  
Group Of Seven ◽  
Japanese Student ◽  
Conducting Research

One of my favorite lessons was developed not by me but by a group of student teachers. While conducting research on student teaching in mathematics classes at a Japanese junior high school, I observed a group of seven Japanese student teachers participate in a lesson study to develop a lesson on the Pythagorean theorem. The goal of the lesson was for the students to understand the meaning of the theorem. The student teachers looked in many textbooks, studied the different proofs of the theorem, and consulted their cooperating teachers.

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.

Breaking the Silence: The Phenomenology of the Female High School Band Director

2019 ◽  
Vol 38 (1) ◽  
pp. 34-45 ◽  
Author(s):  
Amy J. Bovin
Keyword(s):  
High School ◽  
Phenomenological Analysis ◽  
Band Director ◽  
High School Band ◽  
Time Consumption ◽  
Analysis Techniques ◽  
Female High School ◽  
School Band ◽  
Gathering Data ◽  
Analyze Data

The purpose of this study was to investigate the phenomenology of the female high school band director (FHSBD). In order to achieve a sample for regional maximum variation, one FHSBD from each county in the state of Connecticut was interviewed. After gathering data from a series of three interviews, I used Moustakas’s modification of the Van Kaam method to analyze data to align with common phenomenological analysis techniques. I identified the following nine themes from relevant and validated invariant constituents: (1) support, (2) resistance and barriers, (3) loving the students and loving music, (4) discrimination, (5) motherhood and time consumption, (6) building or rebuilding a program, (7) gender clubs, (8) high school wasn’t the goal, and (9) administrative and leadership degrees and certification. Based on results from the analyzed data, I determined the essence of the FHSBD is most succinctly described as persistence.

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。

scholarly journals “It Just Works Better”: Introducing the 2:1 Model of Co-Teaching in Teacher Preparation

2018 ◽  
Vol 36 (2) ◽  
Author(s):  
Christina M. Tschida ◽  
Judith J. Smith ◽  
Elizabeth A. Fogarty
Keyword(s):  
Teacher Preparation ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Cooperating Teachers ◽  
Teaching Experience ◽  
First Year ◽  
Cooperating Teacher ◽  
Teaching Standards ◽  
Professional Teaching

Many issues influence reform in teacher preparation including national accountability efforts, professional teaching standards, and local or regional factors. This study examines a rurally-located teacher education program’s efforts to reform clinical preparation through co-teaching. Researchers argue that their adaption of the typical one-to-one (1:1) model of co-teaching to a two-to-one (2:1) model, where two teacher candidates work collaboratively with one cooperating teacher, greatly enhances the student teaching experience. This phenomenological research describes the first year of implementation. Despite cooperating teacher concerns about teacher candidates being prepared for their own classrooms, student teachers learned valuable lessons in collaboration and co-planning, built strong relationships with peers and cooperating teachers, and greatly impacted K-6 student learning. Implications suggest a 2:1 co-teaching model of student teaching allows for fewer placements, which ultimately allows selection of quality cooperating teachers who mentor teacher candidates in powerful ways.  

High School Band Directors’ Perceptions and Applications of Democratic Rehearsal Procedures in Concert Band Rehearsals

2021 ◽  
pp. 875512332198929
Author(s):  
Alec D. Scherer
Keyword(s):  
High School ◽  
Music Education ◽  
Concert Band ◽  
Band Directors ◽  
School Level ◽  
High School Level ◽  
Classroom Dynamics ◽  
High School Band ◽  
Student Ownership ◽  
School Band

The purpose of this study was to examine inservice high school band directors’ perceptions and applications of democratic rehearsal procedures in concert band rehearsals. Respondents ( N = 216) were members of the National Association for Music Education who were currently teaching concert band at the high school level. Respondents indicated that “identify and describe opportunities for individual and ensemble performance improvement” and “student-led sectionals” were considered the most important democratic rehearsal procedures for their students to experience. These same procedures were also the most frequently used democratic rehearsal procedures. Analysis of open-ended responses revealed that respondents believed student ownership, student engagement, and student growth as musicians and leaders were advantages to implementing democratic rehearsal procedures. Potential disadvantages included issues related to student ability, rehearsal time limitations, unfamiliar classroom dynamics, and availability of classroom resources. Implications for music teachers are discussed.

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