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.

scholarly journals Student or Teacher: The Tensions Faced by a Spanish Language Student Teacher

2011 ◽  
pp. 7
Author(s):  
Gloria Vélez Rendón
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Cooperating Teachers ◽  
Cooperating Teacher ◽  
Power Relationships ◽  
Mentoring Relationship ◽  
Teaching Role ◽  
School Day ◽  
The One

The contradictory realities of student teaching viewed through the student teachers’ eyes have been the focus of attention of some recent publications (Britzman, 1991; Knowles and Cole, 1994; Carel, S.; Stuckey, A.; Spalding, A.;Parish, D.; Vidaurri, L; Dahlstrom, K.; and  Rand, Ch., 1996; Weber  Mitchell, 1996). Student teachers are “marginally situated in two worlds” they are to educate others while being educated themselves (Britzman, 1991, p. 13). Playing the two roles simultaneously is highly difficult. The contradictions, dilemmas, and tensions inherent in such endeavor make the world of the student teacher increasingly problematic. This is further complicated by the power relationships that often permeate the student teacher cooperating teacher relationship. This paper describes salient aspects of the student teaching journey of Sue, a white twenty-two year old student teacher of Spanish. It uncovers the tensions and dilemmas experienced by the participant in her quest for professional identity. Data collection sources for this study included (a) two open-ended interviews, each lasting approximately forty-five minutes; (b) one school-day long observation; and (c) a copy of the communication journal between the participant and her cooperating teacher. The data revealed that soon upon entering the student teaching field experience, Sue found herself torn by the ambiguous role in which student teachers are positioned: she was neither a full-fledged teacher nor a student. In trying to negotiate a teaching role for herself, Sue was pulled in different directions. She soon became aware of the powerful position of the cooperating teacher and of her vulnerability within the mentoring relationship. The main tension was manifested in Sue’s struggle to develop her own teaching persona on the one hand, and the pressure to conform to her cooperating teachers’ expectations on the other hand. The implications of the study are discussed.

A Longitudinal Perspective of Early Career Music Teachers: Contexts, Interactions, and Possible Selves

2017 ◽  
Vol 27 (2) ◽  
pp. 52-66 ◽  
Author(s):  
William Dabback
Keyword(s):  
Student Teaching ◽  
Teaching And Learning ◽  
Music Teachers ◽  
Possible Selves ◽  
Music Educators ◽  
Early Career ◽  
Personal Experiences ◽  
Multiple Case ◽  
Possible Selves Theory

The purpose of this multiple case study was to follow the development of three music educators during their student teaching semesters and into the first years of their careers. Possible selves theory provided a framework for exploring the links between cognition, expectations, and motivation. Interviewees negotiated their social and physical contexts, which in turn shaped their self-images and conceptions of teaching and learning. Identities were constructed through personal experiences and formal study with significant others, including influential teachers, cooperating teachers, and colleagues. In these respects, classrooms served as the laboratories in which teachers learned how to build crucial relationships with their students, tested and reshaped emerging identities, and based actions and evaluation on their possible selves.

Inspiring the Next Generation of Music Educators: A Multiple Case Study of High School Music Experiences and Career Choice

2020 ◽  
pp. 002242942097578
Author(s):  
Tiger Robison ◽  
Scott N. Edgar ◽  
John Eros ◽  
Kimberly H. Councill ◽  
William E. Fredrickson ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Music Education ◽  
Multiple Case Study ◽  
Music Educators ◽  
Future Research ◽  
School Music ◽  
Multiple Case ◽  
High School Music

The purpose of this instrumental multiple case study was to explore the roles that high school music educators and the experiences they provide play in influencing high school students’ decisions to pursue a career in music education. Four bounded systems, consisting of programs led by ensemble directors with documented records and reputations for helping matriculate music education students into undergraduate music education programs, were studied. Findings were organized into the following themes: (a) formative attraction to the profession, (b) differing approaches to encouragement, (c) forms of encouragement, and (d) life as a music teacher. Specific implications for practice for multiple stakeholders and implications for future research are provided based on these findings.

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.

scholarly journals To Be Resourced or to Become a Resource: Understanding Novice University Teachers’ Resource-Mediated Identity Construction

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110107
Author(s):  
Hao Xu
Keyword(s):  
Identity Construction ◽  
Organizational Management ◽  
University Teachers ◽  
Individual Interviews ◽  
Development Data ◽  
Multiple Case ◽  
The Difference ◽  
Problem Awareness ◽  
Journal Entries

This article reports on a multiple-case study which aims to investigate how novice university teachers construct professional identities as they process and utilize resources to promote professional development. Data were collected from 35 novice university teachers in China through prolonged individual interviews as a major source of data, with journal entries and other written protocols as a supplement. Data analysis reveals three types of resource-mediated identities, that is, resource collectors, resource providers, and resource users. The difference between the three types of identities further shows that resource utilization can be most effectively optimized if teachers display a higher degree of autonomy deriving from their agency and proactively engage with resources to resolve specific problems in self-directed efforts. Suggestions with regard to promoting teachers’ problem awareness and improving organizational management are discussed.

scholarly journals Co-teaching as a clinical model of student teaching : perceptions of preparedness for first year teaching

2018 ◽  
Author(s):  
◽  
Abby Volmer
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Cooperating Teachers ◽  
Research Question ◽  
First Year ◽  
Teaching Model ◽  
University Supervisors ◽  
Teaching Student ◽  
The University

College of Education faculty members at the University of Central Missouri found that public school teachers and administrators from surrounding schools were reluctant to hand over classrooms of students to novice teachers for student teaching. With high stakes accountability for test scores, teachers voiced their need to be present in the classroom, particularly during spring semester of statewide testing (Diana, 2014). The university adopted a co-teaching model of student teaching to prepare its teaching candidates for the first year of teaching while allowing the cooperating teacher to stay in the classroom throughout the student teaching term. The problem-of-practice addressed in this study focuses on the need to determine if a co-teaching student teacher model provides university students an adequate amount of clinical experience and preparation to support a successful first year of teaching. The purpose of this study is two-fold: 1) analyze the perceptions of former and current student teachers, cooperating teachers, and university supervisors on the co-teaching model of student teaching and 2) assess the model's effectiveness in preparing student teachers for their first year of teaching. To this end, the research questions are as follows: Research Question 1. What are the perceptions of University of Central Missouri current and former student teachers on the co-teaching student-teaching model's ability to prepare student teachers for their first year of teaching? Research Question 2. What are the perceptions of University of Central Missouri university supervisors on the co-teaching student-teaching model's ability to prepare student teachers for their first year of teaching? Research Question 3. What are the perceptions of cooperating teachers on the co-teaching student- teaching model's ability to prepare student teachers for their first year of teaching? The research questions were answered through an analysis of the data collected via a quantitative survey followed by a qualitative interview. The quantitative survey asked respondents to rate items on a Likert-type scale (Fink, 2013) as to how well they perceived the co-teaching model of student teaching prepares student teachers to meet Missouri Teaching Standards. The qualitative survey asked respondents to discuss their perceptions of how well the co-teaching model of student teaching prepares student teachers for their first year of teaching based on their personal experience. The responses indicated that the co-teaching model scored higher in first year teacher preparation by elementary teachers and elementary supervisors than by secondary teachers and supervisors. Responses also indicated that student teachers and cooperating teachers perceived the co-teaching model as more positively preparing student teachers for their first year of teaching than do university supervisors. Additionally, responses indicated that the co-teaching model of student teaching closely aligns to the Gradual Release of Responsibility theory of learning (Pearson and Gallagher, 1983) with the co-teaching model of student teaching strengths as follows: extensive modeling by a More Knowledgeable Other (Vygotsky, 1978), extensive professional reflection and immediate feedback, a narrowing of focus, professional collaboration, and building of confidence in the student teacher. Due to the student teacher never solely taking over the classroom responsibilities in a co-teaching model of student teaching, the model's barrier for preparing student teachers for their first year of teaching centers on the student teacher not receiving a fully realistic teaching experience in a classroom without a co-teacher. On this basis, it is recommended that universities and school districts adopt the co-teaching model of student teaching to provide a strong base of teaching background for the student teacher through the Gradual Release of Responsibility. The student teacher should also receive two to three weeks of sole classroom responsibility and all the duties in that role as to provide a realistic experience of teaching without a co-teacher present. Further research could synthesize the perceptions of the same group of participants in this study regarding a model similar to the one recommended.

scholarly journals Developing Graduate Students' Self-Efficacy with Learner-Centred Lecturing

2015 ◽  
Vol 45 (3) ◽  
pp. 15-33
Author(s):  
Meagan A. C. Troop ◽  
Lauren E. Wallar ◽  
Erin Aspenlieder
Keyword(s):  
Graduate Students ◽  
Student Teaching ◽  
Graduate Student ◽  
Self Efficacy ◽  
Research Question ◽  
Individual Interviews ◽  
Development Programming ◽  
Vital Component ◽  
The University

This paper presents the findings of a mixed-method case study conducted at the University of Guelph on the relationship between practice lecturing and graduate student self-efficacy. Building on the work of Boman (2013), and using surveys and individual interviews, we measured and characterized the perceived changes in graduate students’ self-efficacy in learner-centred lecturing. Our research question was: In what ways, if any, does microteaching contribute to participants’ perceived self-efficacy in learner-centred lecturing? Our results and discussion reveal that practice increases self-efficacy with respect to the design, facilitation, and assessment of learner-centred lectures, and is a vital component to graduate student teaching development programming.  

scholarly journals RESPONSABILITÉS ET RÔLES INSTITUTIONNELS ET INTERINSTITUTIONNELS DANS LE CONTEXTE DE LA FORMATION DES ENSEIGNANTS ASSOCIÉS AU QUÉBEC

2021 ◽  
Vol 55 (1) ◽  
pp. 12-34
Author(s):  
Glorya Pellerin ◽  
Liliane Portelance ◽  
Isabelle Vivegnis ◽  
Geneviève Boisvert
Keyword(s):  
Student Teacher ◽  
Cooperating Teacher ◽  
School Cultures ◽  
Roles And Responsibilities ◽  
Individual Interviews ◽  
Distinct Individual ◽  
Working Together ◽  
Training Activities

Among the actors revolving around the student teacher, the cooperating teacher holds an essential place. Considering the significance and complexity of his role, the cooperating teacher is invited to take part in training activities. Since 2008, leaders from different universities in charge of this matter have been working together to harmonise and improve training activities. Meanwhile, a partnership between them and school representatives is also being established. This partnership is not self-evident because the institutional and inter-institutional roles and responsibilities are poorly defined, and because university and school cultures are distinct. Individual interviews with seven Quebec francophone university representatives show similarities and specificities in their roles and responsibilities.

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