![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
The purpose of this study was to examine the structure and content of music student teaching seminars at 4-year, degree-granting institutions accredited by the National Association of Schools of Music across the United States. A secondary purpose was to determine how these seminars (a) addressed perceived needs of student teachers and beginning teachers when reflecting on their student teaching experience and (b) met those needs through course structure and content. Though variability existed in frequency and length, most seminars (n = 95, 77.86%) were taught in the music department. Participants (N = 205; 42.71% overall response rate) indicated that teacher responsibilities, job searching, and behavior management were the most frequently addressed topics in their seminars; creating résumés, lesson planning, and peer discussions represented the most common activities. Data suggest variability in both structure and content of seminars, as well as a discrepancy between perceived student teacher needs and seminar content.
References
Section:
|
American Association of Colleges and Teacher Education . (2014). edTPA: Transformative teacher preparation for today’s classrooms. Washington, DC: Author. Retrieved from http://edtpa.aacte.org Google Scholar | |
|
Baumgartner, C. M. (2011). An examination of a pre-service music teacher’s reflection across consecutive teaching placements. Visions of Research in Music Education, 18. Retrieved from http://www-usr.rider.edu/~vrme/v18n1/index.html Google Scholar | |
|
Baumgartner, C. M. (2014). An examination of music student teaching seminars at Midwestern universities. Journal of Music Teacher Education, 24(1), 51–64. doi:10.1177/1057083713494013 Google Scholar | SAGE Journals | |
|
Bausmith, J. M., Barry, C. (2011). Revisiting professional learning communities to increase college readiness: The importance of pedagogical content knowledge. Educational Researcher, 40, 175–178. doi:10.3102/0013189X11409927 Google Scholar | SAGE Journals | ISI | |
|
Bullough, R. V. J., Draper, R. J. (2004). Making sense of a failed triad: Mentors, university supervisors, and positioning theory. Journal of Teacher Education, 55, 407–420. doi:10.1177/0022487104269804 Google Scholar | SAGE Journals | ISI | |
|
Campbell, M. R., Thompson, L. K. (2007). Perceived concerns of preservice music education teachers: A cross-sectional study. Journal of Research in Music Education, 55, 162–176. doi:10.1177/002242940705500206 Google Scholar | SAGE Journals | ISI | |
|
Conway, C. (2002). Perceptions of beginning teachers, their mentors, and administrators regarding preservice music teacher preparation. Journal of Research in Music Education, 50, 20–36. doi:10.2307/3345690 Google Scholar | SAGE Journals | ISI | |
|
Conway, C., Hodgman, T. (2006). Handbook for the beginning music teacher. Chicago, IL: GIA. Google Scholar | |
|
Councill, K. H. (2013). Music education senior student teaching seminars in Pennsylvania: A pilot study. Paper presented at the annual conference of the Pennsylvania Music Educators Association, Erie, PA. Google Scholar | |
|
Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage. Google Scholar | |
|
Duke, R. A. (2009). Intelligent music teaching: Essays on the core principles of effective instruction. Austin, TX: Learning and Behavior Resources. Google Scholar | |
|
Fink, A. (2013). How to conduct surveys: A step-by-step guide (5th ed.). Thousand Oaks, CA: Sage. Google Scholar | |
|
Fitzpatrick, K. (2011, September). Blogging through the music student teaching experience: Developing virtual communities of practice. Paper presented at the meeting of the Society for Music Teacher Education, Greensboro, NC. Google Scholar | |
|
Goolsby, T. W. (1997). Verbal instruction in instrumental rehearsals: A comparison of three career levels and preservice teachers. Journal of Research in Music Education, 45, 21–40. doi:10.2307/3345463 Google Scholar | SAGE Journals | ISI | |
|
Hourigan, R. M., Scheib, J. W. (2009). Inside and outside the undergraduate music curriculum: Student teacher perceptions of the value of skills, abilities, and understandings. Journal of Music Teacher Education, 18(2), 48–61. doi:10.1177/1057083708327871 Google Scholar | SAGE Journals | |
|
Lenning, O. T., Ebbers, L. H. (1999). The powerful potential of learning communities: Improving education for the future. Higher Education Report, 26(6). Retrieved from http://files.eric.ed.gov/fulltext/ED428606.pdf Google Scholar | |
|
Lewis, D., Allan, B. (2005). Virtual learning communities: A guide for practitioners. New York, NY: Open University Press. Google Scholar | |
|
National Association of Schools of Music . (2013). State accredited institutions. Reston, VA: Author. Retrieved from http://nasm.arts-accredit.org/index.jsp?page=List_Accredited_Members Google Scholar | |
|
Society for Music Teacher Education . (2014). Critical examination of the curriculum ASPA. Reston, VA: National Association for Music Education. Retrieved from http://smte.us/aspas/restructuring-the-curriculum/ Google Scholar | |
|
Stanley, A. M. (2012). The experiences of elementary music teachers in a collaborative teacher study group. Bulletin of the Council for Research in Music Education, 192, 53–74. Google Scholar | Crossref | |
|
Stegman, S. F. (2007). An exploration of reflective dialogue between student teachers in music and their cooperating teachers. Journal of Research in Music Education, 55, 65–82. doi:10.1177/002242940705500106 Google Scholar | SAGE Journals | ISI | |
|
Weiss, E. M., Weiss, S. (2001). Doing reflective supervision with student teachers in a professional development school culture. Reflective Practice, 2, 125–154. doi:10.1080/14623940120071343 Google Scholar | Crossref | |
|
Zeichner, K. M., Liston, D. P. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57, 23–48. Google Scholar | Crossref | ISI |
