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Examining the Preservice Practicum Experience of Undergraduate Music Education Majors— Exploring Connections and Dispositions Through Multiple Perspectives A Critical Grounded TheoryWestminster Choir College of Rider University, Princeton, NJ, abrahams{at}rider.edu This grounded theory study explores the relationship between the college methods class and the off-campus practicum experience. The study included nine undergraduate music education majors enrolled in a methods course designed to prepare them to teach music in secondary schools. Also included were three in-service teachers who served in the role of cooperating teachers for the practicum portion of the experience. Content for the on-campus methods class was altered to accommodate the programs where students would be working. Data included reflections from the students during a weekly on-campus seminar, informal interviews with the cooperating teachers, observations of the students at the practicum sites, and written evaluations of the students by the cooperating teachers. As a result of open, focused, and axial coding, several themes emerged that confirmed the literature stating that despite best efforts, the on-campus course and off-campus practicums do not connect.
Key Words: music teacher preparation • secondary music methods • music practicum • student teaching • grounded theory in music education
This version was published on October
1, 2009 Journal of Music Teacher Education, Vol. 19, No. 1,
80-92 (2009) |
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