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Abstract
The transition from the conceptually focused world of the student to the professionally pragmatic world of the teacher can be jarring and difficult. One of the more useful educational experiences for facilitating this transition is that of student teaching. This review of literature examines the personal relationships, expectations, reflective practice, and power structure inherent in the student-teaching experience in both general and music classroom contexts. These facets were selected due to their prevalence in the literature and their potential impact on stakeholders’ approaches toward student teachers. Aspects of cooperating teacher preparation in light of the highlighted areas are then discussed, with potential suggestions including communication concerns, possible cooperating teacher framework characteristics, and balancing the conflicting nature of both the student teacher and the university supervisor.
References
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