New Music Teachers Speak out on Mentoring

Krueger, Patti J.

doi:10.1177/105708379900800203

Cited by 44 publications

(57 citation statements)

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“…Common experiences reported by music teachers in their early years include feelings of fear, anxiety, isolation, loneliness, and a lack of collegial support (Krueger, 1999(Krueger, , 2000. Due to the many challenges facing beginning music teachers and an emergent focus on the need to retain and help them to succeed, issues pertaining to induction and mentoring are being investigated increasingly by music education researchers.…”

Section: Mentoring Beginning Teachers In Music Educationmentioning

confidence: 99%

Education: Mentoring and Community through Research

Roulston

Legette²,

Deloach³

et al. 2005

Research Studies in Music Education

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This paper reports findings from a year-long self-study of the development of a music teacher-research group. Analysis of transcripts of audio-recorded talk from group meetings, and individual interviews with group members demonstrates that in spite of obstacles encountered in the process of conducting collaborative work, university educators and elementary music teachers involved described outcomes of the group's work as mutually beneficial. We propose that a teacher-research group involving university educators and K-12 teachers in music education is one form of "professional learning community" (Feiman-Nemser, 2001) that may be used to mentor early career music teachers. More than a "support" group, a teacher-research group designed to develop members' understanding of and abilities to conduct action research will foster professional skills in asking critical questions of classroom practice and seeking evidence-based answers. For teacherresearch groups to contribute to the professional development of music teachers, however, we suggest that they be developed over a substantial period of time, and use a structured framework with specific goals for group members. Ideally, to be sustained and developed over time, such groups would be funded.

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Section: Mentoring Beginning Teachers In Music Educationmentioning

confidence: 99%

Education: Mentoring and Community through Research

Roulston

Legette²,

Deloach³

et al. 2005

Research Studies in Music Education

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show abstract

“…Such continuing support should be designed to address the needs expressed by early-career Australian music teachers in this study, in particular the unique problems that these secondary school music teachers face (as argued above) and their need for discipline-specific induction and mentoring programs (as suggested by Conway, 2001;DeLorenzo, 1992;Krueger, 1999Krueger, , 2000Krueger, , 2001Yourn, 2000).…”

Section: Implications For Teacher Educationmentioning

confidence: 99%

“…The physical isolation of music teachers in schools (the music department is often physically separated due to the amount of 'noise' created) as well as from other music teachers (many music departments consist of only one music teacher) exacerbates the difficulties faced by early-career music teachers. Isolation often results in teachers feeling 'traumatised', which affects their professional development and has also been linked to music teacher dropout (Kelly, 1999;Krueger, 1999;Krueger, 2000). These research findings were supported by the current study.…”

Section: 'Sink or Swim': The Problem Of Professional Isolationmentioning

confidence: 99%

Documenting praxis shock in early-career Australian music teachers: the impact of pre-service teacher education

Ballantyne

2007

International Journal of Music Education

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“…Postgraduation mentorship is an area that has received a good deal of attention from the profession in the past sev-eral years (Conway 2006;Conway and Christensen 2006;Conway et al 2002;Haack and Smith 2000;Krueger 1999). This attention affirms music teaching as a highly complex venture and the idea that one can best process and negotiate such complexity as a teacher in the field rather than as a student in the university.…”

Section: In the First Years Of Teachingmentioning

confidence: 99%

Understanding the Ties that Bind and the Possibilities for Change

Teachout

2007

Arts Education Policy Review

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The author describes how contemporary music education at the secondary level has fallen short of Dr. Charles Leonhard's vision for developing musical understanding and musical responsiveness in all students and cites several historical events as pivotal in promoting the profession's current path. The author then challenges this generalization by describing the professional practices of a forward-thinking high school band director who epitomizes Leonhard's ideal of a music teacher and serves as a model for professional dispositions. The author also offers social interaction theory as a promising foundation on which to assemble a music teacher education program capable of producing teachers with dispositions that serve the highest goals of the music education profession.

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New Music Teachers Speak out on Mentoring

Cited by 44 publications

References 0 publications

Education: Mentoring and Community through Research

Education: Mentoring and Community through Research

Documenting praxis shock in early-career Australian music teachers: the impact of pre-service teacher education

Understanding the Ties that Bind and the Possibilities for Change

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