Introduction to Music Student Teaching Courses: An Exploratory Study

Abstract

The purpose of this study was to explore introduction to music student teaching(IMST) courses that preceded the student teaching semester within undergraduate music education degree programs. Research questions included: (1) What led to the development of the course?, (2) What are the purposes and goals of such courses?, and (3) What are the perceptions from the university facilitators or instructor(s) concerning the course? Participants were selected from institutions accredited by the National Association of Schools of Music (NASM) that granted a bachelor of music education degree (N = 479). Invited participants (N = 2)for this multiple case study confirmed that: (a) a required “introduction to student teaching”-style course existed within the degree program, (b) they were a faculty member within the music education discipline, and (c) they possessed knowledge of the IMST course (e.g., instructor, facilitator, course creator/designer). Data from existing documentation/artifacts (e.g., syllabi, coursework assignments, degree sheets, course descriptions, rubrics) provided by the participants informed the protocol for individual research interviews. Case descriptions are presented in a narrative fashion, and a cross-case analysis was performed utilizing SWOC (Strengths, Weaknesses, Opportunities, Challenges) analysis as a framework. Emergent themes provided opportunities for discussion of benefits and concerns for incorporating an IMST course within music teacher preparation programs. Findings from this study suggest that opportunities for immersive authentic context learning (ACL) experiences and reflective practice within an IMST course may be impactful on preservice music teachers’ (PSMTs’) identity development, application of instructional techniques, and recognition of student specific needs prior to the student teaching semester. Continued collaboration with mentor teachers and university supervisors/IMST course instructors can provide increased opportunities for feedback to PSMTs, as well as immediately applicable changes to their instructional strategies. Though integrating such a course may not be feasible in all music teacher preparation programs (MTPPs), music teacher educators (MTEs) may find meaningful ways to adapt the IMST practices and procedures uncovered in this study for possible incorporation into existing coursework or programs. Implications for promising practices concerning the preparation of future music educators in preparation for the student teaching semester are discussed.