This study was designed with two main purposes: (a) to provide researchers and educators with information about the structure and content of music student teaching seminars by gathering baseline data regarding current practices and (b) to examine whether the perceived needs of music student teachers, as identified in the research literature, were being met through the contents and structure of the student teaching seminars. Music education professors from accredited institutions in nine Midwestern states were invited to participate in a researcher-designed survey that included questions pertaining to the student teaching internship, the seminar course that coincides with the internship, and assignments and activities included in the seminar. Respondents also were asked to indicate how extensively they addressed specific content areas based on the list of concerns of student teachers and cooperating teachers that had been identified. Forty-five respondents (36.9% useable response rate) completed the survey.
Results indicated that most institutions (n = 40, 88.9%) hosted an accompanying seminar course during the student teaching internship; however, only 42.5% of respondents reported a seminar designed specifically for music education majors, separate from other education majors. Seminar instructors indicated that they addressed topics pertaining to the internship, classroom management, and employment more extensively than any other area. Professional portfolios, résumé writing, and mock interviews represented the most common seminar activities. Findings suggest that, with the exception of classroom management, the topics that instructors addressed most extensively in the music student teaching seminar did not align with the perceived needs of music student teachers as reported in extant research. Seminar instructors may wish to dedicate more seminar time to discussion, reflection, and course activities that allow student teachers to address topics such as lesson planning, curriculum design, student needs, and instructional strategies with their peers and supervisors.
|Advisor:||Sims, Wendy, Silvey, Brian|
|School:||University of Missouri - Columbia|
|School Location:||United States -- Missouri|
|Source:||DAI-A 74/02(E), Dissertation Abstracts International|
|Subjects:||Music, Music education, Teacher education|
|Keywords:||Midwestern, Music education, Seminar, Student teaching|
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