Mentoring Graduate Students in Music Education: A Mixed-Methods Study

• In Event: Movements in Music Teacher Education

Abstract

Despite the documented benefits of mentoring for graduate students, there is a lack of research on this topic in music education. The purpose of this mixed methods study was to examine music teacher educator perspectives on and experiences with graduate student mentoring. Using a sequential explanatory mixed methods design, we collected data in two phases. The first phase involved a survey of a national sample of music teacher educators. Drawing from survey participants, the second phase included a three-interview-series with twelve individuals. After analyzing each phase separately, we engaged in integration and interpretation of study findings. Examining the functions and characteristics of mentoring among music teacher educators could provide insights that might aid in promoting effective mentoring for graduate students.

Authors

• Vanessa L. Bond, University of Hartford

• Julie D Derges, University of Houston

• Martina Vasil, University of Kentucky

• Bryan Nichols, Portland State University