Becoming Music Teachers in a Supportive String Project Community. Issue 3 (June 2019)

• Record Type: Journal Article
• Authors: Pellegrino, Kristen
• Is Part Of: Journal of music teacher education. Volume 28:Issue 3(2019:Jun.)
• Page Start: 11
• Page End: 27
• Publication Date: 2019-06
• Subjects: authentic-context learning -- music education majors -- music teacher identity -- music teacher preparation -- preservice music teachers -- string music education majors -- string teachers; School music -- Instruction and study -- Periodicals; Music teachers -- Training of -- Periodicals; 780.71
• DOI: 10.1177/1057083718803638
• Languages: English
• ISSNs: 1057-0837

Abstract

The purpose of this descriptive case study was to examine two music education students' experiences as String Project teachers (SPTs). Research questions were as follows: What connections were made between coursework and the authentic-context learning (ACL) experience? and What was the impact of ACL experiences on music teacher identity? Data were an open-ended questionnaire, journal entries, observations, videotaped teaching segments, and two semistructured interviews. These SPTs used terms and concepts explored in coursework in their goal-setting for themselves and their students, and also referenced concepts while reflecting on their teaching. The SPTs developed their music teacher identities as they learned in a supportive community, and they made connections between personal, musician, and teacher identities. Through ACL experience situated within a supportive String Project community, ideas initially explored during coursework became internalized as part of the SPTs' thinking, practices, philosophies, and identities.