Abstract
The purpose of this exploratory study was to examine perspectives of experienced university faculty and cooperating teachers in general music education. The co-authors’ four guiding research questions were: (a) What are the ideal components of preservice general music teacher preparation; (b) What do cooperating teachers and university supervisors expect of preservice music teachers; (c) How may preservice general music teacher preparation be improved; and (d) What are the possible roadblocks and solutions for improving preservice music teacher preparation? For this case study, 11 university faculty and 19 cooperating teachers completed a researcher-designed, open-ended survey (N = 30). Using a downward coding process to identify diversity within the data, followed by upward coding to determine synthesis within the data, three themes emerged: enabling conditions, inhibiting conditions, and curriculum reorganization. Research questions (a) and (b) matched with enabling conditions, when present, and inhibiting conditions, when absent. Curricular reorganization responses matched with question (c), while inhibiting conditions and elements of curricular reorganization matched with question (d). The co-authors discuss implications of their findings for music teacher education and make recommendations for further research to extend this exploratory study.
Recommended Citation
Valerio, Wendy H.; Johnson, Daniel C.; Brophy, Timothy S.; Bond, Judith W.; Gault, Brent M.; Marshall, Herbert D.; and Abril, Carlos
(2012)
"Exploring Views from University Faculty and Cooperating Teachers on
General Music Teacher Preparation,"
Visions of Research in Music Education: Vol. 22, Article 7.
Available at:
https://digitalcommons.lib.uconn.edu/vrme/vol22/iss1/7