Teaching teachers: Methods and experiences used in educating doctoral students to prepare preservice music educators

Abstract

This investigation addressed methods and experiences used to educate doctoral music education students to work as university college professors. Selected faculty representing every institution offering a Ph.D. in music education in the United States and Canada ( N = 46) were sent an online questionnaire concerning (1) the extent respondents believed doctoral music education students should perform student/class observations, teach music education classes, supervise field-teaching experiences, participate in teacher-related activities, and participate in scholarly activities; and (2) whether respondents’ institutions had doctoral music education students perform student/class observations, teach music education classes, supervise field/student teaching experiences, participate in teacher-related activities, and participate in scholarly activities. Respondents strongly believed music education doctoral students should observe and assist in undergraduate classes, supervise field-teaching experiences, and conduct scholarly activities. Respondents placed less value on students interacting with public school teachers, teaching graduate music education courses, and participating in school/college committees. Respondents indicated their institutions did have students perform student/class observations, teach music education classes, supervise field-teaching experiences, participate in teacher-related activities, and participate in scholarly activities. However, interactions with public school teachers, teaching a graduate class, and participating in school/college committees were performed less.