Learning to Teach Graduate Students

Abstract

This study examined our perceptions as a music education professor and three PhD students as we conducted a self-study of our individual and collective experiences teaching graduate students. We framed our work around the key question: How do PhD students describe experiences specifically in relation to perceived potential as teachers of graduate students in higher education? Findings concerning graduate teaching included (a) views of graduate teaching changed with increased experience, and (b) confidence increased with more experience teaching graduate classes and more time to process the content. The use of self-study as an approach to inquiry is discussed along with these findings.

Impostor Phenomenon Responses of Early Career Music Education Faculty

“…Given concerns expressed by the participants and authors of the music education literature described, we were interested in examining IP with respect to the primary responsibilities of music education faculty positions (Bond & Koops, 2014; Conway et al, 2016; Martin, 2016; Pellegrino et al, 2014). We were interested in whether IP could explain some of the feelings of anxiety about teaching and research that participants in those studies expressed or provide an explanation for why some music education faculty do not continue to undertake and publish research after completing the doctorate (Sims, 2016; Sims & Cassidy, 2016).…”

“…Authors have raised questions and concerns about doctoral students’ preparation for various aspects of jobs as a music education professor (Conway, Palmer, Edgar, & Hansen, 2016; Kelly & VanWeelden, 2016). Responses to a survey of faculty who prepared doctoral music education students (Kelly & VanWeelden, 2016) indicated that it was important for doctoral students to observe and assist in undergraduate music education methods classes and student teaching, as well as to conduct their own research, present a poster, and present research at a conference, and that doctoral students had these experiences in almost all of the degree programs represented in the study.…”

“…Experience with teaching “all or some of a graduate music education” class ranked among the least important and was experienced the least among all other activities except serving on school and college committees (Kelly & VanWeelden, 2016). Teaching graduate classes is an academic responsibility that doctoral students may not be or feel prepared for, and intentionally including this preparation into the curriculum has been recommended (Conway et al, 2016; Kelly & VanWeelden, 2016).…”

“…Given the complexity of the job of music teacher educator, the transition from doctoral student to music education faculty member is likely to present a variety of challenges and may even be considered a struggle for some (Martin, 2016). A growing body of literature in music education has begun to address related issues, including the development of identity (Bond & Koops, 2014; Conway, Eros, Pellegrino, & West, 2010), socialization into teaching (Conkling & Henry, 2008), learning to teach graduate students (Conway et al, 2016), peer mentoring (Draves & Koops, 2011), and the role of a professional development community (Pellegrino et al, 2014).…”

“…When viewed through the lens of IP, this description about teaching a new course—by one of the authors of a narrative study about music teacher educator identity—reflects the fear of exposure: “I spent hours researching, planning, and prepping for each class, hoping to avoid being caught not knowing an answer to a student question” (Bond & Koops, 2014, p. 41). The terms worry, intimidation , and doubt were common descriptions of initial experiences of early career music education faculty when faced with teaching graduate students (Conway et al, 2016). Participants in Martin’s (2016) study appeared to be exhibiting insecurities about others’ perceptions that are similar to IP feelings.…”