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ERIC Number: EJ1215779
Record Type: Journal
Publication Date: 2019
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0190-4922
EISSN: N/A
Connections and Disconnections: Music Cooperating Teachers' Perceptions of Working with Universities
Russell, Heather A.
Contributions to Music Education, v44 p55-79 2019
The purpose of this study was to reveal how K-12 music teachers who mentor preservice music teachers during the student teaching internship (i.e., cooperating teachers) perceive their experiences of working with higher education institutions. The questions of the study are: 1) what are cooperating teachers' (CTs') experiences of working with universities; 2) what information helps CTs prepare to work with student teachers (STs) and university supervisors (USs); and 3) what university procedures, tools, and interactions do CTs perceive as supportive to their role? The seven participants were K-12 music teachers who had been CTs. Data consisted of individual, semi-structured interviews. Participants' experiences are summarized in three categories of interactions: The Ask (being asked to take STs); The Match (being matched with STs); and The Collaboration (working with USs). Three intersecting themes emerged among these interactions: Personal Connections, Vetting CTs, and Participants' Student Teaching Experiences. This study supports five suggestions for practice for music teacher educators, STs, and CTs: 1) taking time to evaluate K-12 music educators as potential ST placements; 2) explaining to CTs how they were vetted; 3) explaining how STs are matched with CTs; 4) communicating STs strengths/needs to CTs, and 5) using narrative as a tool for establishing relationships and evaluating prospective CTs.
Ohio Music Education Association. e-mail: contributions@omea-ohio.org; Web site: https://www.omea-ohio.org
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A