"When You Pinpoint Incorrect Notes and They Still Miss Them: What Do You Do Then? (Perceptions of Music Field Experience Students)

Abstract

Preservice teaching experiences before student teaching are an important component of music teacher preparation programs. These field experiences provide a variety of circumstances in which preservice teachers observe and practice skills that are often in developmental stages. This project is the third in a series that uses journals to examine preservice and in-service music teachers 'perceptions of their jobs. The current study examined daily journals of music education students (N = 30) in a music field experience one year before student teaching. Results of journal analysis showed that the best aspects of these students ' days were related most often to job responsibilities (46%) and music experiences (26%). The worst aspects of their days most often included job responsibilities (42%) and improper social behaviors of students (22%). Comparisons to other populations, recommendations for pedagogy and future research are discussed.

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