Perceptions of Cooperating Music Teachers on Service Motives, Relationships, and Mentoring Strategies during Student Teaching

Autor/in	Palmer, C. Michael
Titel	Perceptions of Cooperating Music Teachers on Service Motives, Relationships, and Mentoring Strategies during Student Teaching
Quelle	In: Journal of Music Teacher Education, 28 (2018) 1, S.24-39 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-0837
DOI	10.1177/1057083717750078
Schlagwörter	Music Teachers; Mentors; Interpersonal Relationship; Middle School Teachers; Elementary School Teachers; Music Activities; Cooperating Teachers; Teacher Student Relationship; Work Ethic; Personality Traits; Secondary School Teachers; Singing; Student Teachers; Teacher Education + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Musikalische Aktion; Co-operation; Cooperation; Kooperation; Teacher student relationships; Lehrer-Schüler-Beziehung; Arbeitsethos; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Gesang; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerausbildung; Lehrerbildung
Abstract	The purpose of this qualitative study was to examine the perceptions of four cooperating teachers concerning their role in the music student teaching experience. Participants included an elementary music educator, middle school band director, high school band director, and a high school choir director. Research questions were (a) What are the personal and professional motivations for hosting a student teacher? (b) How do cooperating teachers describe relationships with student teachers? and (c) What strategies do cooperating teachers use in mentoring student teachers? Data collected included two interviews with each participant and a focus group interview. Participants expressed a desire to help the next generation of music teachers and an eagerness to learn new teaching strategies from interns and collaborate with them in a co-teaching model. Relationships were built around student teachers' skill sets, personality, and work ethic. Mentoring strategies included modeling, facilitating learning opportunities, and regular discussion and reflection activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01