Understanding Junior Instrumental Music Education Students Through Self-Study of Teacher Education Practices

• In Event: Investigations of Undergraduate Music Teacher Education

Abstract

Self-Study of Teacher Education Practices was the design employed to document three teacher educators’ understandings of junior instrumental music education student (N = 3) growth in the areas of identity, ensemble leadership, and agency. Data included two individual interviews, participant end of year open-ended questionnaire response, review of fieldwork compilation videos, two fieldwork co-operating teacher interviews, focus group with students, S-STEP reflective journal kept by researchers, and two recorded S-STEP researcher meetings per month over one semester. Findings highlight the intersections of identity, agency, and leadership as well as the role of guided reflection in preservice teacher and teacher educator growth. Recommendations are provided for vertical alignment of the curriculum as well as considering the holistic growth of preservice teachers.

Authors

• Colleen M. Conway, University of Michigan

• Thomas Flynn, University of Michigan

• Zachary Nenaber, University of Michigan