THE EMERGING INSTRUMENTAL MUSIC EDUCATOR:

DEVELOPING THE PROFESSIONAL AND OCCUPATIONAL ROLES

 

Michael A. Raiber, Ph.D.

The University of Oklahoma

raiberma@ou.edu

 

Perhaps the most formidable issue facing music teacher education is helping pre-service teachers make the transition from music student/performer to music teacher. As young music teachers do not enter a new professional arena, but return to the school environment they know well, it is imperative that this transition in social role be well established prior to the beginning of their professional career. This curriculum is designed to address these needs beginning in the studentŐs first semester. Students explore music teaching in two courses that allow them to take on the music teacher role as they note the rewards and demands of professional music teaching. Upon completion, students either make a stronger commitment to music teaching roles or choose to pursue other career options. Surrounded by a social reference group focused on actual teaching assignments both on and off campus, students begin to develop their professional and occupational role identities. Additional course work includes an instrumental teaching and conducting lab and a beginning instruments lab. With ample opportunities to teach in these labs and field experience, students are seen as teachers by their peers, the university faculty and significant others in the profession, reinforcing their roles as professional music educators.