Preparing High School Instrumental Music Educators to Respond to the Social and Emotional Challenges of Students. (June 2015)

• Record Type: Journal Article
• Authors: Edgar, Scott N.
• Is Part Of: Journal of music teacher education. Volume 24:Number 3(2015)
• Page Start: 67
• Page End: 82
• Publication Date: 2015-06
• Subjects: case method -- classroom management -- effective teaching -- music teacher preparation -- professional development -- social role development -- teacher characteristics -- teaching effectiveness -- teacher roles; School music -- Instruction and study -- Periodicals; Music teachers -- Training of -- Periodicals; 780.71
• DOI: 10.1177/1057083713514980
• Languages: English
• ISSNs: 1057-0837

Abstract

The purpose of this multiple instrumental case study was to explore how four high school instrumental music educators assuming the role of facilitative teacher prepared to respond to challenges affecting the social and emotional well-being of their students. The four participant instrumental music educators had a reputation as being caring and having positive professional relationships with their students, represented diverse settings, and had at least 10 years of instrumental music teaching experience. Findings included (a) formative elements leading to the instrumental music educators' preparation to support included experience, demonstration of care by influential people, parenthood, professional development, and participation in this study and (b) the instrumental music educators experienced challenges associated with providing support, including quantity of challenges, time commitment, and lack of school assistance. Suggestions for teacher educators and in-service professional development are included.