Learning from the learners
a cooperating teacher's story
pp. 113-130
in: Margaret S. Barrett, Sandra L. Stauffer (eds), Narrative inquiry in music education, Berlin, Springer, 2009Abstract
This study sought to investigate the impact student teachers have on their mentor teachers and the relationships developed in the process. Nora, a veteran music teacher, was observed weekly during the fall semester and monthly during the spring semester of one academic year. The observations included classroom teaching, concert preparation, and performances. These were recorded through field notes. Primary interviews were conducted twice each semester, supplemented by several less-formal encounters and continual electronic correspondence. An additional interview was conducted at the conclusion of the school year. Nora was selected to participate in this study because of her openness as a person, her several experiences as a mentor teacher, and recommendations from district administrators and teacher educators. The interviews focused on Nora's experiences with four student teachers and the contributions those students made to her understanding of teaching. The resulting field notes of observations and the transcripts of interviews were analysed for themes. Throughout the writing of the report, Nora was given the opportunity to review drafts for accuracy of both data and interpretation. The themes that emerged demonstrate that relationships, not just a transfer of knowledge and expertise, are essential to the success of a student teaching experience.