Meeting the Social and Emotional Needs of P–12 Learners: A Descriptive Study of Music Teacher Education Programs

Abstract

The purpose of this survey study was to describe how teacher preparation programs prepare undergraduate preservice music teachers to consider P–12 learners’ socioemotional development. Music teacher education programs ( N = 665) were identified from the 2019 Title II Report of National Teacher Preparation Data. Program representatives were invited via email to complete an online questionnaire; data from respondents ( n = 133) were analyzed quantitatively and qualitatively. Findings revealed that programs varied greatly in providing opportunities, conceptions, and practices. Relevant, embedded coursework existed in most music teacher education programs. Just under one quarter of respondents reported requiring socioemotional development coursework, and 4.51% indicated at least one music-specific course. Course topics were directed at specific populations and teaching methods; courses were often housed in education, psychology, or sociology departments. Required experiences included fieldwork in general music, practicum, student teaching, or “diverse,” rural, or urban settings. Methods of delivery for optional experiences were similar to required experiences, with the addition of conferences and partnerships with organizations.