Student Teacher and Cooperating Teacher Perceptions of Growth During Student Teaching

• In Event: Issues in Music Teacher Education

Abstract

This comparative case study examined growth in planning, delivery, and reflection during the music student teaching experience. Participants included four instrumental music education student teachers and three of their cooperating teachers. Data included individual interviews with all, a focus group with student teachers, and teaching artifacts. Findings indicated that participants described growth similarly. Student teachers learned flexibility and full-class inclusion through lesson planning, gained confidence as they learned effective classroom management skills, and noticed their professional identity emerge as they viewed themselves as classroom teachers. They used feedback and collaborative reflection with cooperating teachers to inform future lessons, and they became more focused and self-aware. Discussion examines perceived impact of models of student teaching and cooperating teachers’ years of experience.

Author

• Rebekah Weaver, Ball State University