The purpose of this descriptive case study was to examine the inner workings of two school-university partnerships as experienced by four stakeholders. The specific objectives of this study included (a) exploring the inherent challenges and possibilities in the partnerships, (b) investigating preservice and novice teachers’ perceptions of the partnerships, and (c) examining cooperating teachers’ views of the partnerships. Data collection and analysis included observations, e-journals, and reflective writing prompts over a four-week period. Findings indicated that the school-university partnerships were essential features in the university students’ occupational socialization and in the conservation of cooperating teachers’ calling to teach. Distinct challenges of the partnerships included preparatory work for the cooperating teachers, limited time in the field, and unanticipated interruptions for novice teachers. This report details findings from this study along with implications for navigating collaborations between school music programs and university methods courses.
Kruse, Nathan B.
"Navigating On-Site Teaching Experiences:
Multiple Perspectives from Two School-University Partnerships,"
Visions of Research in Music Education: Vol. 19, Article 6.
Available at: https://digitalcommons.lib.uconn.edu/vrme/vol19/iss1/6