Trying on Teaching

Abstract

The purpose of this study was to explore the effects of a precollegiate music teacher recruitment program that emphasized authentic context learning and mentoring. Study participants (21 high school students representing two cohorts) taught music to middle school band students over a 12-week period, completed an extensive questionnaire that addressed critical psychological facets of teacher development at the beginning and end of the study, and were video-recorded as they engaged in teaching activities. There were statistically significant increases in social motivation for teaching, teacher identity, and classroom management efficacy. A pattern of significant positive correlations linked teacher identity to intrinsic motivation, career commitment, and teaching strategy efficacy. Overall, there was no significant change in teaching effectiveness ratings, but participants who began the program with less teaching affect/skill demonstrated significantly larger gains than those who initially were considered more effective teachers. Greater end-of-program teaching effectiveness was associated with less commitment to music teaching as a career option.