Perceptions of Experienced Music Teachers Regarding Their Work as Music Mentors

Abstract

The purpose of this study was to examine the perceptions of experienced music teachers regarding their preparation for and experience of mentoring in a 2-year mentor project focusing on the support of teachers in Title I schools in Orlando, Florida. Data included the following: initial expectations of mentoring from Year 1 (note cards), biggest challenges from Year 2 (note cards), mentor development session interactions from Years 1 and 2, interviews with mentors at the end of the study period, and research logs from the two researchers. Findings suggest that mentors need mentors; time management is a challenge for mentors; communication with the mentee is a challenge; observations of the mentees are necessary but difficult; technology can be a positive resource for mentor and mentee interaction; and mentors struggle to keep mentee interactions in the realm of support and not evaluation.