Collaborations That Promote Growth: Music Student Teachers as Peer Mentors

Autor/in	Draves, Tami J.
Titel	Collaborations That Promote Growth: Music Student Teachers as Peer Mentors
Quelle	In: Music Education Research, 19 (2017) 3, S.327-338 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2016.1145646
Schlagwörter	Music Teachers; Mentors; Student Teachers; Music Education; Faculty Development; Peer Teaching; Case Studies; Focus Groups; Interviews; Student Attitudes; Teacher Educators; College Faculty; Cooperative Learning; Music Activities; Secondary School Teachers; Undergraduate Students; Teacher Education + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Musikerziehung; Peer group teaching; Peer Group Teaching; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Schülerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Fakultät; Kooperatives Lernen; Musikalische Aktion
Abstract	The purpose of this research was to explore the experiences of four music student teachers engaged in peer mentoring. This was an intrinsic case study with a focus on the peer-mentoring programme. Data included reflections on peer-mentoring activities and individual and focus group interviews. Five themes resulted from data analysis: expanding professional knowledge, support, contextual awareness, multiple mentors, and future colleagues. Participants experienced professional growth through sharing ideas with one another. The support received from their peers seemed especially valuable to the student teachers. They became aware of the saliency of context within their teaching situations and appreciated the opportunity to learn from multiple individuals as part of the experience. Participants had different expectations for peer mentoring with future colleagues. Music teacher educators may want to consider promoting collaborative peer relationships through their preparation programmes. Suggestions for further research on peer mentoring in music student teaching are provided. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01