A Mixed Method Study on Inservice Music Teacher and Music Teacher Educators’ Attitudes about Preservice Teacher Preparation and Professional Development

Abstract

This study is about music educator preparation for student teachers in the pK-12 classroom. Specifically, I compared the level of preparedness teachers felt in their first year and first three years and how their educational experiences prepared them for the profession. I utilized an embedded mixed-method design first collecting quantitative data followed by qualitative data. The quantitative data were collected through a survey distributed to NAfME members (National Association of Music Education) and members of music education groups on social media. This survey asked for general feedback on current music educators and music teacher educators’ experiences. The number of total survey participants was 242. Qualitative data were drawn from a subset of research participants who completed the survey and agreed to participate in an interview. Interview participants included current k-12 music educators and university music education faculty. The survey questions focused on teachers’ demographics and experiences as a student teacher, new teacher and (if applicable) cooperating teacher or supervising faculty. Interview questions focused on the individual experiences of these music educators and what elements of teaching they feel are important for the success of new teachers. Quantitative results revealed a significant increase in confidence and preparation between the first year and after the first three years in the areas of working with parents/guardians and social skills/professional development. These results were also supported by qualitative results from participant interviews.