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Abstract

The purpose of this study was to investigate the status and development of junior-level preservice music teachers’ concerns using Fuller and Bown’s teacher concerns model. Participants were 11 junior-level instrumental practicum students from a large American university. Data sources included a goals essay, lesson plans, teaching DVDs, self-evaluations of teaching, and a reflection on the original goals essay. Data were coded according to Fuller and Bown’s concerns categories (i.e., self, task, student impact). Analyses indicated that participants had a variety of concerns within each concern category specific to music education. Overall, there was an emphasis on task concerns, as participants appeared to be more concerned with pedagogical execution than with their personal characteristics or student impact. Rapport, content knowledge, and motivation were the most frequently coded self, task, and student impact concerns, respectively. Comparisons were also drawn between (a) written assignments to determine whether participants’ concerns changed in quantity or quality during the semester and (b) concerns identified in written assignments and concerns observed while teaching. Teaching DVDs were also analyzed for pivotal events contributing to the development of concerns. Four cases are presented representing varied developmental profiles that both support and challenge Fuller and Bown’s model.

Keywords

concerns preservice teachers Fuller and Bown mixed methods

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An Investigation of Preservice Music Teacher Development and Concerns

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