An Examination of Music Student Teaching Seminars at Midwestern Universities

Abstract

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 (N = 45) from accredited institutions in Midwestern states completed a researcher-designed survey (response rate of 36.9%). 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. 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. 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 concerns of student teachers and cooperating teachers as reported in extant research.

Music Student Teaching Seminars

“…1), an investigation using a larger sample of seminars than previous studies (Baumgartner, 2014;Councill, 2013) may provide a broader perspective of the structure and content of this crucial course. The purpose of this study was to examine the structure and content of music student teaching seminars at 4-year, degree-granting institutions accredited by the National Association of Schools of Music (NASM) across the United States.…”

Supporting Beginning Music Teachers: The Development of the Oklahoma Music Educators Association Mentorship Program

“…The novice teachers who attended the BTW (and subsequently, the mentoring sessions at the Winter Conference) appeared to possess a shared vision for continued development, representing a key component of a professional learning community. I have found music student teaching seminars often reflect a similar culture, offering a “safe space” for interns to share, interact, and problem-solve (Baumgartner, 2014). Since most of these beginning teachers recently completed their internships, creating a cohort of like-experienced professionals might accurately reflect a familiar, comfortable, and relatable environment for growth.…”

A Phenomenological Study of Music Education Majors’ Identity Development in Methods Courses Outside Their Areas of Focus

“…Thirty-one states certify teachers with a P-12 music-teaching license that includes general, choral, and instrumental areas (Henry, 2005). Thirty-one states certify teachers with a P-12 music-teaching license that includes general, choral, and instrumental areas (Henry, 2005).…”

“…Thirty-one states consider music a single-subject area for certification purposes, while only 15 states differentiate between vocal and instrumental music (Henry, 2005). Thirty-one states consider music a single-subject area for certification purposes, while only 15 states differentiate between vocal and instrumental music (Henry, 2005).…”