Exploring the Motivations of Cooperating Music Teachers in Maryland: A Mixed Methods Study

• In Event: Policy, Teacher Preparation, and (In)Equity in Music Education

Abstract

This study explored the experiences and motivations of cooperating music teachers in Maryland through the lens of Situated Expectancy-Value Theory (Eccles & Wigfield, 2020). Through an explanatory sequential mixed methods design, we administered a quantitative survey and qualitative interviews to address three research questions: (1) To what extent is each facet of SEVT evident in cooperating music teachers’ survey responses? (2) How do cooperating music teachers describe their experiences in relation to each of the SEVT facets? (3) How does interview data explain survey results? Findings have implications for improving cooperating music teacher recruitment and retention, reducing barriers to participation, fostering PK-12/university partnerships, and informing future research on critical aspects of the student teaching experience.

Authors

• Lauren McGinley, University of Maryland

• Stacia Pratt, University of Maryland