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Characteristics of Cooperating Teachers in the Field of Music Education

Delfing, Jason M
http://orcid.org/0000-0002-0028-0546
http://rave.ohiolink.edu/etdc/view?acc_num=case1686236637739373

Abstract Details

2023, Doctor of Philosophy, Case Western Reserve University, Music Education.
The purpose of this research was to identify perceived characteristics of effective cooperating teachers in music education. The study's objectives were to identify the characteristics that define an effective cooperating teacher from three perspectives. Those perspectives were current or recently past cooperating teachers in music, current or recently past student teachers in music, and university supervisors or coordinators in charge of student teacher placement in music education. The researcher grouped the participants into three divisions, (1) recent student teachers (STs), (2) practicing music educators who had each been a primary or secondary cooperating teacher (CTs), and (3) college or university supervisors (US/Cs) who have overseen the placement of student teachers. The author developed potential characteristics through a literature review and consultation with a panel of experts. The final questionnaire contained 24 characteristics for participants to rate on a Likert-type scale. Using a cluster sample and snowball sampling technique, N = 175 participants representing all three participant groups (STs, CTs, and US/Cs) returned the questionnaire. Results indicated a slight, significant main effect between the US/C and CT responses. The researcher also conducted follow-up interviews with members of each division. Interviews were coded and themed to add context to the survey results. The purpose of this research was to identify characteristics of effective cooperating teachers in music education from ST, CT, and US/C perspectives. I developed three research questions to guide the study: (1) What characteristics define an effective cooperating teacher according to: (a) Current or recent student teachers (STs)? (b) Current or recent cooperating teachers (CTs)? (c) Current or recent university supervisors or coordinators (US/Cs)? (2) Based on the results, are there any similarities or differences between members of the student teaching triad (ST, CT, US/C)? (3) How might the research-identified characteristics assist university supervisors in crafting successful student teaching experiences for preservice music educators?
Kathleen Horvath (Committee Member)
Jessica Kelley (Committee Member)
Nathan Kruse (Committee Member)
Ryan Scherber (Committee Chair)
244 p.
Education; Music Education; Teacher Education; Teaching
characteristics; music education; cooperating teacher; student teacher; preservice teacher; university supervisor/coordinator; mentor; effective

Recommended Citations

Citations

  • Delfing, J. M. (2023). Characteristics of Cooperating Teachers in the Field of Music Education [Doctoral dissertation, Case Western Reserve University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=case1686236637739373

    APA Style (7th edition)

  • Delfing, Jason. Characteristics of Cooperating Teachers in the Field of Music Education. 2023. Case Western Reserve University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=case1686236637739373.

    MLA Style (8th edition)

  • Delfing, Jason. "Characteristics of Cooperating Teachers in the Field of Music Education." Doctoral dissertation, Case Western Reserve University, 2023. http://rave.ohiolink.edu/etdc/view?acc_num=case1686236637739373

    Chicago Manual of Style (17th edition)

case1686236637739373
222
© 2023, all rights reserved.
This open access ETD is published by Case Western Reserve University School of Graduate Studies and OhioLINK.