Hostname: page-component-8448b6f56d-mp689 Total loading time: 0 Render date: 2024-04-18T13:41:44.367Z Has data issue: false hasContentIssue false
  • English
  • Français

Mentoring trainee music teachers: beyond apprenticeship or reflection

Published online by Cambridge University Press:  01 November 2007

Tim Cain
Tim Cain*
Affiliation:
School of Education, University of Southampton, Southampton SO17 1BJt.cain@soton.ac.uk
Get access Rights & Permissions [Opens in a new window]

Abstract

This article explores the theoretical concepts of ‘apprenticeship’ and ‘reflection’ in Initial Teacher Education music mentoring. It presents two case studies of Secondary music mentoring and relates these to the theoretical concepts. The article argues that a more integrated view of music mentoring might be provided with reference to Kolb's (1984) theory of experiential learning.

Type
Research Article
Information
British Journal of Music Education , Volume 24 , Issue 3 , November 2007 , pp. 281 - 294
Copyright
Copyright © Cambridge University Press 2007

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

BEN-PERETZ, M. & RUMNEY, S. (1991) ‘Professional thinking in guided practice’, Teaching and Teacher Education, 7 (5–6), 517–30.CrossRefGoogle Scholar
BOYD, P. (2001) Rose tinted reflection? The benefits for teachers of initial teacher education in secondary schools. Paper presented at the conference of the British Educational Research Association, Leeds, September, 2001.Google Scholar
BROOKS, V. & SIKES, P. (1997) The Good Mentor Guide: Initial Teacher Education in Secondary Schools. Buckingham: Open University Press.Google Scholar
BROWN, S. & MCINTYRE, D. (1993) Making Sense of Teaching. Buckingham: Open University Press.Google Scholar
CONWAY, C. (2003) ‘School district-sponsored mentor programs’, in Conway, C. (Ed.), Great Beginnings for Music Teachers: Mentoring and Supporting New Teachers (pp. 35–40). Reston, VA: National Association for Music Education.Google Scholar
DEPARTMENT FOR EDUCATION AND EMPLOYMENT & QUALIFICATIONS AND CURRICULUM AUTHORITY (1999) The National Curriculum for England: Music. London: DfES & QCA.Google Scholar
DEWEY, J. (1904/1964) ‘The relation of theory to practice in education’, in Archambault, R. D. (Ed.), John Dewey on Education: Selected Writings (pp. 313–38). Chicago: University of Chicago Press.Google Scholar
DEWEY, J. (1933) How we Think: A Restatement of the Relation of Reflective Thinking to The Educative Process. Boston: Heath.Google Scholar
DUNN, T. G. & TAYLOR, C. A. (1993) ‘Cooperating teacher advice’, Teaching and Teacher Education, 9 (4), 411–23.CrossRefGoogle Scholar
ELLIOTT, J. (1991) ‘A model of professionalism and its implications for teacher education’, British Educational Research Journal, 17 (1), 309–18.CrossRefGoogle Scholar
ELLIOTT, J. (1993) Reconstructing Teacher Education. London: Falmer.Google Scholar
FISH, D. (1995) Quality Mentoring for Student Teachers: a Principled Approach to Practice. London: David Fulton.Google Scholar
HAGGARTY, L. (1995) ‘The use of content analysis to explore conversations between school teacher mentors and student teachers’, British Educational Research Journal, 21 (2), 183–97.CrossRefGoogle Scholar
HANDAL, G. & LAUVAS, P. (1987) Promoting Reflective Teaching: Supervision in Practice. Buckingham: Open University Press.Google Scholar
HAWKEY, K. (1998) ‘Mentor pedagogy and student teacher professional development: a study of two mentoring relationships’, Teaching and Teacher Education, 14 (6), 657–70.CrossRefGoogle Scholar
HAYS, T., MINICHIELLO, V. & WRIGHT, P. (2000) ‘Mentorship: the meaning of the relationship for musicians’, Research Studies in Music Education, 15, 3–14.CrossRefGoogle Scholar
KOLB, D. A. (1984) Experiential Learning: Experience as The Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
KORTHAGEN, F. & VASALOS, A. (2005) ‘Levels in reflection: core reflection as a means to enhance professional growth’, Teachers and Teaching: Theory and Practice, 11 (1), 47–71.CrossRefGoogle Scholar
LAVE, J. & WENGER, E. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
LORTIE, D. C. (1975) Schoolteacher: A Sociological Study. Chicago: University of Chicago Press.Google Scholar
MARTIN, T. (1995) ‘Giving feedback after a lesson observation’, Mentoring and Tutoring, 3 (2), 8–12.CrossRefGoogle Scholar
MERRIAM, S. (1998) Qualitative Research and Case Study Applications in Education. San Francisco, CA: Jossey-Bass.Google Scholar
OFMAN, D. (2000) Core Qualities: a Gateway to Human Resources. Schiedam: Scriptum.Google Scholar
PAYNTER, J. (1982) Music in the Secondary School Curriculum. Cambridge: Cambridge University Press.Google Scholar
PERSSON, R. S. (2000) ‘Survival of the fittest or the most talented?: deconstructing the myth of the musical maestro’. The Journal of Secondary Gifted Education, 12 (1), 25–38.CrossRefGoogle Scholar
SCHÖN, D. (1983) The Reflective Practitioner: how Professionals think in Action. New York, NY: Basic Books.Google Scholar
SHAW, R. (1992) Teacher Training in Secondary Schools. London: Kogan Paul.Google Scholar
SMITH, R. & ALRED, G. (1993) ‘The impersonation of wisdom’, in McIntyre, D., Hagger, H. & Wilkin, M. (Ed.), Mentoring: Perspectives on School-Based Teacher Education (pp. 35–40). London: Kogan Page.Google Scholar
STANULIS, R. N. (1994) ‘Fading to a whisper: one mentor's story of sharing her wisdom without telling answers’, Journal of Teacher Education, 45 (1), 31–7.Google Scholar
STRAND, K. (2006) ‘Learning to inquire: teacher research in undergraduate teacher training’, Journal of Music Teacher Education, Spring, 2006, 29–42.Google Scholar
SWANWICK, K. (1979) A Basis for Music Education. London: Routledge.Google Scholar
TEACHER TRAINING AGENCY (2000) Qualifying to Teach. London: Teacher Training Agency.Google Scholar
TOMLINSON, P. (1995) Understanding Mentoring: Reflective Strategies for School-based Teacher Preparation. Buckingham: Open University Press.Google Scholar
VAN MANEN, M. (1995) ‘On the epistemology of reflective practice’, Teachers and Teaching: Theory and Practice, 1 (1), 33–50.CrossRefGoogle Scholar
ZEICHNER, K. M. & LISTON, D. P (1996) Reflective Teaching: an Introduction. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar