Mentoring Graduate Students in Music Education: A Mixed-Methods Phenomenological Study

Abstract

Mentoring is a critical element in the well-being, socialization, and professional identity development of graduate students. Yet in music education, little is known about the graduate student mentoring experience from the mentors’ perspective. Therefore, the purpose of this mixed-methods study was to examine music teacher educators’ perspectives on and experiences with graduate student mentoring. We used a concurrent nested approach to mixed-methods phenomenological research (QUAN + PHEN) with a survey of a national sample of music teacher educators ( N = 142) and a phenomenology built from a three-interview series with individuals ( n = 6) at various career stages. After analyzing each phase separately, we engaged in data integration and interpretation of study findings to reveal a description of current mentoring practices and beliefs. Key elements include relationship building, a multilayered community of practice, and intentional acts of anticipatory socialization that empower students as they transition to the role of colleague.

Exploring the role of traditional music elements in music art appreciation based on the hierarchical analysis method

“…Ethnic music, in its continuous development has absorbed a lot of artistic achievements, but also absorbed different styles of beautiful music art, especially in the music creation techniques, emotional expression is unique. Literature [10], based on an example study, pointed out that the music counseling carried out by the music graduate student instructors includes assisting students in carrying out music practice, cultivating communication with others, and the basic workplace survival ability of a music career. Literature [11] explored samples of traditional music lyrics and found that moderate conventional music packaging lyrics can improve public recognition and acceptance, and also help to promote and pass on traditional music.…”

<p>Music in Early Childhood Education: generalist teachers versus specialist teachers [Música en Educación Infantil: profesores generalistas versus profesores especialistas]</p>

“…Although music education at this stage is the responsibility of ET, the collaboration and intervention of MT can improve the quality of generalist teachers' music activities (Barrett et al, 2020;Baum, 2017;Bautista & Ho, 2021;Bond et al, 2022;Ibbotson & See, 2021;Rajan, 2017). Welch (2020) argues that collaboration between specialists (who have expertise in music) and generalists (who have knowledge of their pupils) can enrich everyone.…”

Navigating between traditional and innovative music teaching: Analyzing practicum conversations through practice architecture theory

“…There has been a growing interest in examining mentoring practices and relationships with PMTs in recent decades (Abramo & Campbell, 2019;Bond et al, 2023;Davis, 2017;Draves, 2008;Palmer, 2018;Pellegrino, 2015). For example, Palmer (2018) addressed the importance of mentors becoming familiar with student teachers' personalities, preparation, and musicianship prior to practicum placements in order to help establish positive relationships.…”