A Descriptive Study of Cooperating Teachers’ Perceptions Regarding Student Teacher Preparation

Abstract

The purpose of this study was to investigate the perceptions of cooperating teachers regarding the level of preparedness of specific student teachers at the beginning of the student-teaching experience. Fifty-three secondary ensemble teachers (orchestra, band, and choir) completed a survey rating how prepared their most recent student teacher was in the areas of personal skills, teaching skills, and musical skills and provided feedback regarding the skill that needed the most attention from the university to improve music teacher preparation. Cooperating teachers rated student teachers similarly in all three categories. Differences were found between orchestra, band, and choir teachers relative to the skill that was selected in each category as needing the most attention. Orchestra and band teachers selected effective rehearsal pace, knowledge of subject matter, and secondary instrument skills as needing additional focus from university programs, while choral teachers selected piano skills and teaching and learning strategies as important areas to develop. Additional trends were noted between orchestra, band, and choral teachers and implications for music teacher education were discussed.

Problem-Based Learning in a Woodwind Methods Course: An Action Research Study

“…However, in-service teachers cite SIM courses as the least consistent courses taken in their undergraduate degree programs in terms of quality, applicability, and usefulness (Austin, 2006; Conway, 2002; Haston & Leon-Guerrero, 2008; Hodges, 1982). Furthermore, MacLeod and Walter (2011) found that cooperating teachers cited secondary instrument skills as one of the most important areas for student teachers to improve. Thus, many preservice teachers enter their student teaching underprepared to teach secondary instruments, and it appears that SIM courses are at least partially responsible for this deficiency.…”

Comparing Field-Teaching Experiences: A Longitudinal Examination of Preservice and First-Year Teacher Perspectives

“…Field-teaching activity consistently emerged as one of the most highly valued components of preservice preparation, and in every case, participants advocated for more hands-on teaching as part of music teacher education. In examining the perspectives of in-service cooperating teachers, MacLeod and Walter (2011) found that student teacher mentors also recommended more and earlier field-teaching requirements in order to better prepare preservice teachers for the student teaching experience.…”

Music Program Alumni’s Perceptions of Professional Skills, Abilities, and Job Satisfaction: A Secondary Analysis of the 2011, 2012, and 2013 Strategic National Arts Alumni Project (SNAAP) Survey

“…Although there is literature exploring the preparedness of preservice K-12 music educators (Conway, 2002;DeLorenzo, 1992;Fredrickson & Neill, 2004;Housego, 1990;Krueger, 2001;MacLeod & Walter, 2011;Taylor;1970;Thompson, 1970), there is no existing research comparing their preparation to that of preservice studio teachers. In addition, very little is known about how prepared students feel they are to teach in the private studio upon graduation.…”

“…Studies that highlight intersections between these contexts, and studies using SNAAP data to investigate music program graduates, are also discussed. Researchers have explored skills perceived as useful in K-12 music teaching (Davis, 2006;Kelly, 2010;Miksza, Roeder, & Biggs, 2010;Saunders & Baker, 1991), while others have explored K-12 music teachers' perceived preparedness to teach (Conway, 2002;DeLorenzo, 1992;Fredrickson & Neill, 2004;Housego, 1990;Krueger, 2001;MacLeod & Walter, 2011;Taylor;1970;Thompson, 1970). For studio teachers, there are no known studies that address perceptions of skills useful for studio teaching and few studies on preparedness to teach (Fredrickson et al, 2013).…”