Citing Influential Teachers: Perceptions of Undergraduate Music Education Majors

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Abstract

This study examines the responses of undergraduates asked to cite examples of “most influential teachers” as part of a reflective process examining their decision to pursue training in music education. All participants (N=123) were enrolled in a one semester, sophomore year music education course. Responses were examined using quantitative and qualitative analyses focusing on levels and content specialties of teachers cited. In many cases, a global positive or negative perception of circumstances was also cited by students. Students seem to place a high emphasis on issues of personal social connection with influential teachers, while academic content was infrequently cited. Responses suggest early coursework provides a timely opportunity to alert students to ongoing experiences regarding career choices and evolving influences.

Author

• Dale Misenhelter, University of Arkansas