A Mentoring Network for Novice and Experienced Music Teachers: Concept, Design, Outcomes, and Recommendations

Autor/inn/en	Weimer, Kristina R.; Albert, Daniel J.
Titel	A Mentoring Network for Novice and Experienced Music Teachers: Concept, Design, Outcomes, and Recommendations
Quelle	In: Journal of Music Teacher Education, 31 (2022) 2, S.92-106 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weimer, Kristina R.) ORCID (Albert, Daniel J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-0837
DOI	10.1177/10570837211054096
Schlagwörter	Music Teachers; Mentors; Beginning Teachers; Teacher Collaboration; Networks; Teacher Attitudes; Teacher Educators; College Faculty; Music Education; Learner Engagement; Empathy; Feedback (Response); Outcomes of Education; Peer Relationship; Videoconferencing; Faculty Development; Computer Mediated Communication; Experienced Teachers; Graduates; Teacher Education Programs + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Junior teacher; Junglehrer; Lehrerkooperation; Lehrerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Fakultät; Musikerziehung; Empathie; Lernleistung; Schulerfolg; Peer-Beziehungen; Computerkonferenz; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin
Abstract	Two university music education faculty aimed to expand mentoring beyond a one-to-one relationship to a more collaborative approach by creating a year-long online mentoring network of experienced and novice music educators. The purpose of this article is to describe the network's structure and content, and discuss outcomes and recommendations based on participating teachers' perspectives and experiences. Network materials promoted discussion and reflection on various music teaching and learning topics; the sharing of strategies, ideas, and resources; and mutual support and encouragement. Participants discussed topics with direct application for their classes and shared rewarding teaching moments, student successes, positive assessment outcomes, and struggles with fatigue and lack of student engagement. They stated the network provided a supportive space that facilitated connection and reflection, empathetic feedback, and teaching strategy and resource suggestions. Recommendations included more active opportunities to engage with and build relationships with each other, synchronous activities via videoconferencing platforms, and more facilitator participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01