Four notions on the qualities of cooperating music teachers

Abramo, Joseph Michael; Campbell, Mark

doi:10.1080/10632913.2015.1051257

Cited by 9 publications

(21 citation statements)

References 36 publications

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“…We asked participants to read 10 specific statements describing the practices and/or characteristics of effective cooperating teachers. These statements were derived from the conceptual framework generated by Abramo and Campbell (2016) for the selection, professional development, and assessment of cooperating teachers in music teacher education. In the first part, participants provided possible examples from their own mentoring practices to illustrate the main ideas in each statement.…”

Section: Data Collectionmentioning

confidence: 99%

“…One of our aims was to ask cooperating teachers in what ways their personal experiences aligned and conflicted with our (Abramo & Campbell, 2016) framework for mentoring. We were interested to see if they believed that effective cooperating teachers possess knowledge of educational theory and practice; understand the importance of context in education; understand narrative's role in the process of learning to teach; and critically reflect on teaching practice; and, finally, whether the framework required refinement.…”

Section: Theme 4: Refinements To Abramo and Campbell's Frameworkmentioning

confidence: 99%

“…She suggested that clear guidelines regarding mentor roles and support and continued professional development be a part of a framework for music teacher mentoring. Somewhat similarly, we (Abramo & Campbell, 2016) have developed a holistic framework for describing desirable qualities for cooperating music teachers that is situated within a specific stance and set of assumptions. We suggest that cooperating teachers possess subject matter competency within a specific theoretical frame, are cognizant of context and its impact, understand the role of narrative in biography and student development, and demonstrate the ability to be reflective.…”

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confidence: 99%

“…The purpose of the study was to explore cooperating teachers' ideas on a theoretical framework designed around four notions for educative mentoring. Our goal was to bring together a small group of highly informed cooperating music teachers to gather their beliefs, perspectives, and ideas regarding a conceptual framework proposed for selecting and developing cooperating teachers (Abramo & Campbell, 2016). Our research questions were:…”

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confidence: 99%

“…• • In what ways do the participants' personal experiences serving as cooperating teachers converge with and diverge from our (Abramo & Campbell, 2016) framework for mentoring?…”

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confidence: 99%

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What cooperating music teachers say about educative mentoring: A focus study research project

Abramo

Campbell

2018

Research Studies in Music Education

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In this study, we examine and provide a framework for “educative mentoring” by investigating five cooperating music teachers’ experiences and strategies of serving as mentors to student teachers. Data collection included a survey, focus groups, and individual interviews. The themes that arose suggest that cooperating teachers use narratives and wait for educative moments to emerge rather than preparing them ahead of time when mentoring. Cooperating teachers also wanted more guidance from the teacher education programs they serve. From this, we suggest that educative mentoring for the cooperating teachers was structured by the negotiation of three dialectical relationships: reflecting versus modeling; emergence versus purposefulness; and learning to teach in specific contexts versus preparation that transfers to teaching music in all settings. These findings may inform music teacher education practice and research by providing a framework for how cooperating teachers support novice teachers’ educational growth and providing cooperating teachers with the guidance they may desire from universities.

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Section: Data Collectionmentioning

confidence: 99%

Section: Theme 4: Refinements To Abramo and Campbell's Frameworkmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

“…• • In what ways do the participants' personal experiences serving as cooperating teachers converge with and diverge from our (Abramo & Campbell, 2016) framework for mentoring?…”

mentioning

confidence: 99%

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What cooperating music teachers say about educative mentoring: A focus study research project

Abramo

Campbell

2018

Research Studies in Music Education

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Teaching and Mentoring toward Culturally Responsive Practices

Zaffini¹

2022

Music Educators Journal

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With the ever-growing diversity of students in our schools, so too are the cultures and experiences that our students bring with them into the classroom. Yet many teachers feel ill-equipped to teach their students in a culturally responsive way. This article includes strategies for music mentors to successfully mentor beginning teachers toward becoming more culturally responsive, even as they themselves are also striving toward that same goal. Strategies include shared reflections, using targeted “conversation starters” to foster beginning teachers’ self-reflection, and harnessing the characteristics associated with beginning teachers’ developmental stages. Recommendations for reframing beginning teachers’ expectations for culturally responsive pedagogy are offered.

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Considering Antiracism in Student Teacher Placement

Fiorentino

2019

Journal of Music Teacher Education

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Student teaching represents the culmination of a preservice music educator’s preparation. In student teaching, notions of the transformative potential of music education may be reinforced or subverted. The placement of student teachers, an underresearched process in music teacher education, may be a space where teacher educators can work toward racial justice. In this article, I explore critical antiracist theory in music teacher education in two fictionalized vignettes. I apply an antiracist lens to the process of student teacher placement to suggest ways to interrogate problematic policies and practices. Avenues for antiracist praxis include (a) naming the racialized nature of an institution’s professional network, (b) mapping the racial landscapes of prospective placements, (c) addressing issues of representation in student teacher placement, and (d) becoming race-power conscious. Through this article, I illustrate how antiracist theory might guide music teacher education toward social action by addressing issues related to racism, racial representation, and school segregation.

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Four notions on the qualities of cooperating music teachers

Cited by 9 publications

References 36 publications

What cooperating music teachers say about educative mentoring: A focus study research project

What cooperating music teachers say about educative mentoring: A focus study research project

Teaching and Mentoring toward Culturally Responsive Practices

Considering Antiracism in Student Teacher Placement

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