Teachers: Methods and Experiences
Used in Training Doctoral Students to Prepare Preservice Music Educators
N. Kelly, Florida State University
VanWeelden, Florida State University
debate has brought the issue of providing a high-quality education for all
students to the forefront of educational reform in the United States. Furthermore, President Obama has stated
the United States cannot build a “world-class” education system without quality
teachers. To address concerns,
public schools are required by federal mandate to employ only “highly
qualified” teachers. Consequently,
college/university teacher education programs have been challenged to reform
their curricula to better train future teachers.
and individuals responsible for music teacher education have not been exempt
from criticism regarding the preparation of preservice teachers. Yet, while many modifications in music
education have centered on preservice behaviors and curricular experiences, few
reforms have addressed the actual faculty that provide the training. Minimal
attention has focused on experiences and methods used to train future music
teacher educators (i.e., doctoral students obtaining a degree in music
education). Attention could include assessing how future music teacher
educators are trained to prepare preservice students. Preparing doctoral
students to educate and guide preservice teachers is an important function of a
graduate PhD music education program.
Subsequently, how individuals are trained to be teacher educators
deserves investigative attention.
presentation will focus on results of a study that addressed methods and
experiences used to train doctoral music education students to work as
university college professors.
Selected faculty representing every institution offering a PhD in music
education in the United States and Canada (n=
46) were sent an online questionnaire concerning (1) the extent respondents
believed doctoral music education students should perform student/class
observations, teach music education classes, supervision field-teaching
experiences, participate in teacher-related activities, and participate in
scholarly activities, and (2) if respondents’ institutions had doctoral music
education students perform student/class observations, teach music education
classes, supervision field/student teaching experiences, participate in
teacher-related activities, and participate in scholarly activities.
(n= 42) strongly believed music
education doctoral students should observe and assist in undergraduate classes,
supervise field-teaching experiences, and conduct scholarly activities. Respondents placed less value on
interactions with public schools, teaching graduate music education courses,
and participating in school/college committees. Respondents indicated their institutions
did have students perform student/class observations, teach music education
classes, supervision field-teaching experiences, participate in teacher-related
activities, and participate in scholarly activities. However, interactions with public
schools, teaching a graduate class, and participating in school/college
committees were performed less.
results reflect previous studies suggesting music teacher educators must be
prepared to serve many capacities including researchers, trainers, instructors,
mentors, musicians, and policy makers.
However, outside of teaching undergraduate methods-base classes and
supervising student teachers, the present study found few opportunities for
doctoral students to develop teacher-training skills. Furthermore, findings show little
emphasis given to interactions with public school teachers and related
issues. This finding was also evident
in past research. The study
contributes to Barrett’s (2012) concerns of the variety of responsibilities
required of university music education faculty, while maintaining contact with
public school realities in order to prepare preservice students for a complex
public school classroom.
Barrett, J. R. (2012).
Wicked Problems and Good Work in Music Teacher Education, Journal of Music Teacher Education, 21, 3 – 9.