Supporting Beginning Music Teachers: The Development of the Oklahoma Music Educators Association Mentorship Program

2019 ◽  
Vol 29 (3) ◽  
pp. 10-23
Author(s):  
Christopher M. Baumgartner
Keyword(s):  
Music Education ◽  
Beginning Teachers ◽  
Teacher Educators ◽  
Music Educators ◽  
Music Teacher ◽  
First Year ◽  
Mentorship Program ◽  
Education Leaders ◽  
President Elect ◽  
Survey Responses

In the fall of 2016, leadership in the Oklahoma Music Educators Association (OkMEA) recognized the need for a formal, music mentorship program for beginning educators. I provide a detailed description of how the mentorship co-chairs, president, immediate past president, and president-elect of OkMEA designed and implemented a statewide music teacher mentorship program. Interviews, documents, and participant survey responses highlighted the rationale for program creation as well as characteristics of program design, recruitment, and implementation that resulted in successes and challenges during the first year. Music teacher educators and music education leaders charged with designing MEA-sponsored mentorship programs in other states should carefully consider how they address participant recruitment, mentor preparation, communication with and among program participants, community-building among beginning teachers, and long-term funding needed for program sustainability.

Music Teacher Education Program Practices: Preparing Teachers to Work With Diverse Learners

2021 ◽  
Vol 30 (2) ◽  
pp. 51-64
Author(s):  
Mara E. Culp ◽  
Karen Salvador
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Music Educators ◽  
Diverse Learners ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Education Programs

Music educators must meet the needs of students with diverse characteristics, including but not limited to cultural backgrounds, musical abilities and interests, and physical, behavioral, social, and cognitive functioning. Music education programs may not systematically prepare preservice teachers or potential music teacher educators for this reality. The purpose of this study was to examine how music teacher education programs prepare undergraduate and graduate students to structure inclusive and responsive experiences for diverse learners. We replicated and expanded Salvador’s study by including graduate student preparation, incorporating additional facets of human diversity, and contacting all institutions accredited by National Association of Schools of Music to prepare music educators. According to our respondents, integrated instruction focused on diverse learners was more commonly part of undergraduate coursework than graduate coursework. We used quantitative and qualitative analysis to describe course offerings and content integration.

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.

Shame in Music Education: Starting the Conversation and Developing Resilience

2020 ◽  
Vol 106 (4) ◽  
pp. 36-42
Author(s):  
Mara E. Culp ◽  
Sara K. Jones
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Educators ◽  
Music Teacher ◽  
Resilience Theory ◽  
Negative Behaviors ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
And Coping

Feelings of shame may contribute to music teachers and music teacher educators being unwilling to discuss needs and concerns for fear of being judged or seen as inadequate. Shame or fear of feeling shame can also lead individuals to withdraw or perpetuate negative behaviors. Although shame is often a natural part of the human experience, the diverse nature of the content in music education, the wide variety of learners in various music education spaces, and music teachers’ beliefs and practices can be sources of shame among music teachers. This article aims to start a conversation about shame in music education and help music educators and music teacher educators feel empowered to use shame resilience theory as a means of understanding and coping with feelings of shame.

Popular music in preservice music education: Preparedness, confidence and implementation

2020 ◽  
Vol 4 (1) ◽  
pp. 41-60 ◽  
Author(s):  
Sandra Hamilton ◽  
Jennifer Vannatta-Hall
Keyword(s):  
Music Education ◽  
Popular Music ◽  
Teacher Educators ◽  
Classical Music ◽  
The United States ◽  
Music Educators ◽  
Music Teacher ◽  
Students Attitudes ◽  
Training Programmes ◽  
K 12

This study examined popular music in preservice music teacher training programmes in the United States. The researchers explored types of courses and programmes offered in undergraduate music education programmes to prepare future music teachers to teach popular music. Quantitative data revealed trends in the inclusion of popular music within undergraduate music education programmes, determined music teacher educators’ perceptions of their students’ attitudes towards using popular music in the general music classroom, and examined the types of popular music pedagogy needed for preservice music educators. Qualitative data ascertained perceived confidence levels of graduates to utilize popular music. Results revealed that western classical music is the focus for the majority of music educators’ undergraduate degree programmes and that often music teacher preparation programmes ignore popular music study. Bridging the gap between western classical and popular music would help prepare teachers to include and value all types of music in K-12 music education.

The Music Educator's Unique Sphere of Influence

2021 ◽  
pp. 635-654
Author(s):  
Jane M. Kuehne
Keyword(s):  
Critical Race Theory ◽  
Music Education ◽  
Teacher Development ◽  
Teacher Educators ◽  
Critical Role ◽  
Music Educators ◽  
Music Teacher ◽  
Sphere Of Influence ◽  
K 12 ◽  
Changing Schools

Music educators often teach every child in school. This is especially true in elementary settings and often true in K-12 school settings. In addition, they teach students for many years. As a result, they can play a critical role in their students' personal as well as educational development. This chapter provides an overview of culturally responsive practices related to several areas including critical race theory, restorative justice, racism, challenges in music education, pre-service teacher development, changing schools, and data from the author's previously unpublished study on pre-service educator views. In addition, this chapter provides suggested actions that music teacher educators must embrace to help develop the most responsive music educators.

The Preparation of Music Teacher Educators: A Critical Link

2012 ◽  
pp. 684-688
Author(s):  
David J. Teachout
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Teacher Educators ◽  
Closed Loop ◽  
Music Educators ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
Transformative Change ◽  
Closed Loop System ◽  
Education Students

This article discusses the “ecosystem” within music education that defines teacher education, and reminds educators of their obligation to give music education students the tools needed for them to supersede current practices. It argues that music education is encased in a “closed-loop” system, where teachers teach how they were taught; and where opportunities for transformative change rarely occur within teacher education programs. Breaking this cycle is a key to developing more effective music educators who can question past practices and deal with current and future realities.

Introduction

2021 ◽  
pp. 1-16
Author(s):  
Matthew L. Garrett ◽  
Joshua Palkki
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Educators ◽  
Music Teacher ◽  
School Music ◽  
And Gender ◽  
Service Music

The Introduction emphasizes the idea that music educators teach people through the art of music. The authors acknowledge their positionality in the LGBTQ and music education communities. They seek to elevate the voices of trans and gender-expansive (TGE) persons so that TGE stories may educate and inform pre-service music teachers, professional music teachers, and music teacher-educators. Two principal goals of the book are established: (a) celebrate and honor TGE persons in their own voices, and (b) create a resource with and for music teacher colleagues. The authors introduce their TGE collaborators and school music teacher collaborators working with TGE students. A book outline is provided.

The Music Educator's Unique Sphere of Influence

2020 ◽  
pp. 193-216
Author(s):  
Jane M. Kuehne
Keyword(s):  
Critical Race Theory ◽  
Music Education ◽  
Teacher Development ◽  
Teacher Educators ◽  
Critical Role ◽  
Music Educators ◽  
Music Teacher ◽  
Sphere Of Influence ◽  
K 12 ◽  
Changing Schools

Music educators often teach every child in school. This is especially true in elementary settings and often true in K-12 school settings. In addition, they teach students for many years. As a result, they can play a critical role in their students' personal as well as educational development. This chapter provides an overview of culturally responsive practices related to several areas including critical race theory, restorative justice, racism, challenges in music education, pre-service teacher development, changing schools, and data from the author's previously unpublished study on pre-service educator views. In addition, this chapter provides suggested actions that music teacher educators must embrace to help develop the most responsive music educators.

Teaching Music to Students with Autism

2020 ◽  
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Real Life ◽  
Music Educators ◽  
Music Teacher ◽  
Team Approach ◽  
Music Classroom ◽  
Students With Autism ◽  
Teaching Music ◽  
Education Of Students

Teaching Music to Students with Autism is the first resource to provide a comprehensive study of the education of students with autism within the music classroom. The approach is centered in the inclusion or self-contained music classroom and is designed for music educators, music teacher educators, and all those who have an interest in the education of students with autism. The authors focus on the diagnosis of autism, advocating for students and music programs, and creating and maintaining a team-approach when working with colleagues. A significant portion of the book is focused on understanding the communication, cognition, behavior, sensory, and socialization challenges inherent in students with autism and ways to structure classroom experiences and learning opportunities for all students. A chapter of classroom snapshots (vigsnettes) written by teachers in the field of music education provides additional opportunities to transfer information to “real life” situations. Finally, the book offers a chapter of print and web resources for further study.

Developing Effective Dispositions for Teaching Music

2019 ◽  
pp. 321-344
Author(s):  
Michael Raiber
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Systematic Approach ◽  
Music Teachers ◽  
Developmental Stages ◽  
Music Teacher ◽  
Teacher Dispositions ◽  
Teacher Concerns ◽  
Teaching Music ◽  
The Impact

The impact of teacher dispositions on the professional development of preservice music teachers (PMTs) has been substantiated. This chapter describes an approach to dispositional development within the structure of an introduction to music education course. A teacher concerns model is used to organize this systematic approach through three developmental stages that include self-concerns, teaching task concerns, and student learning concerns. A series of 11 critical questions are presented for use in guiding PMTs’ dispositional development through these developmental stages. Activities to engage PMTs in the exploration of each of these questions are detailed for use by music teacher educators desiring to engage PMTs in dispositional development.

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