A Multiple Case Study of Music Cooperating Teacher Roles in Mentoring Dialogues

Autor/in	Munroe, Angela
Titel	A Multiple Case Study of Music Cooperating Teacher Roles in Mentoring Dialogues
Quelle	In: Journal of Music Teacher Education, 31 (2021) 1, S.83-97 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Munroe, Angela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-0837
DOI	10.1177/10570837211025248
Schlagwörter	Case Studies; Music Teachers; Music Education; Mentors; Cooperating Teachers; Student Teachers; Dialogs (Language); Placement; Student Teaching; Video Technology; Middle School Teachers; Secondary School Teachers; Musical Instruments; Experienced Teachers; Personality Traits; Teacher Student Relationship; Teacher Role + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Music; Teacher; Teachers; Musiklehrer; Musikerziehung; Co-operation; Cooperation; Kooperation; Lehrer; Lehrerin; Lehrende; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Dialog; Dialogs; Dialogue; Dialogues; Betriebspraktikum; Praktikum; Teaching practice; Unterrichtspraxis; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Musikinstrument; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01