The transition from the conceptually focused world of the student to the professionally pragmatic world of the teacher can be jarring and difficult. One of the more useful educational experiences for facilitating this transition is that of student teaching. This review of literature examines the personal relationships, expectations, reflective practice, and power structure inherent in the student-teaching experience in both general and music classroom contexts. These facets were selected due to their prevalence in the literature and their potential impact on stakeholders’ approaches toward student teachers. Aspects of cooperating teacher preparation in light of the highlighted areas are then discussed, with potential suggestions including communication concerns, possible cooperating teacher framework characteristics, and balancing the conflicting nature of both the student teacher and the university supervisor.
AlbasheerA.KhasawnehS.NabahA. A.HailatS. (2008). Perceptions of student teachers towards the effectiveness of co-operating teachers, school principals and university supervisors participating in the teacher education program in Jordan. International Journal of Lifelong Education, 27, 693–705. doi:10.1080/02601370802408340
2.
AndersonD. (2007). The role of cooperating teachers’ power in student teaching. Education, 128, 307–323.
3.
AtkinsonB. (2008). Apple jumper, teacher babe, and bland uniformer teachers: Fashioning feminine teacher bodies. Educational Studies, 44, 98–121.
4.
BarryN. H. (1994, November). Promoting reflective practice among undergraduate education majors in an elementary music methods course. Paper presented at the Annual Meeting of the Mid-South Educational Research Association, Nashville, TN. Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED388641
5.
BowlesC. L.RunnelsB. D. (1998). The need for collaboration in the student teaching experience. Journal of Music Teacher Education, 8(1), 15–24.
6.
BrandM. (1982). Effects of student teaching on the classroom management beliefs and skills of music student teachers. Journal of Research in Music Education, 30, 255–265. doi:10.2307/3345299
7.
BroylesJ. W. (1997). Effects of videotape analysis on role development of student teachers in music (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 9728706)
8.
BubbS.EarlyP. (2007). Leading and managing continuing professional development. Thousand Oaks, CA: Paul Chapman.
9.
ButlerB. M.CuencaA. (2012). Conceptualizing the roles of mentor teachers during student teaching. Action in Teacher Education, 34, 296–308.
10.
CannonR. M. (2002). Music student teaching in Texas: A Delphi study of issues in the new millennium (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3076235)
11.
ClarkeA.TriggsV.NielsenW. (2014). Cooperating teacher participation in teacher education: A review of the literature. Review of Educational Research, 84, 163–202.
12.
ConwayC. (2002). Perceptions of beginning teachers, their mentors, and administrators regarding preservice music teacher preparation. Journal of Research in Music Education, 50, 20–36. doi:10.2307/3345690
13.
ConwayC. M.Michael-MaysC.Michael-MaysL. (2005). A narrative study of student teaching and the first year of teaching: Common issues and struggles. Bulletin of the Council for Research in Music Education, 165, 65–77.
14.
ConwayC. M.ZermanT. (2003). Perceptions of an instrumental music teacher regarding mentoring, induction, and the first year of teaching. Research Studies in Music Education, 22, 72–83.
15.
DravesT. J. (2008). Nurturing our future colleagues: Cooperating music teachers’ relationships with their student teachers (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3312680)
16.
DravesT. J. (2013). Transition from student to teacher–student teaching: The capstone experience. Journal of Music Teacher Education, 23(1), 50–62. doi:10.1177/1057083712474935
17.
DulingE. (2000). Student teachers’ descriptions and perceptions of their mentors. Update: Applications of Research in Music Education, 19(1), 17–21.
18.
FredricksonW. E.HackworthR. S. (2005). Analysis of first-year music teachers’ advice to music education students. Update: Applications of Research in Music Education, 23(2), 4–11. doi:10.1177/87551233050230020102
19.
FredricksonW. E.PembrookR. G. (1999). “I got to teach all day!” Perceptions of student teachers. Bulletin of the Council for Research in Music Education, 141, 36–40.
20.
GrantJ. W.DrafallL. E. (1996, April). Developmental thinking in the student teaching experience. Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY.
JamilF. M.DownerJ. T.PiantaR. C. (2012). Association of pre-service teachers’ performance, personality, and beliefs with teacher self-efficacy at program completion. Teacher Education Quarterly, 39(4), 119–138.
23.
JonesC. K.KelseyK. D.BrownN. R. (2014). Climbing the steps toward a successful cooperating teacher/student teacher mentoring relationship. Journal of Agricultural Education, 55(2), 33–47. doi:10.5032/jae.2014.02033
24.
JuntunenM. L. (2014). Teacher educators’ visions of pedagogical training within instrumental higher music education. A case in Finland. British Journal of Music Education, 31, 157–177. doi:10.1017/S0265051714000102
25.
KillianJ. N.DyeK. G.WaymanJ. B. (2013). Music student teachers pre-student teaching concerns and post-student teaching perceptions over a 5-year period. Journal of Research in Music Education, 61, 63–79. doi:10.1177/0022429412474314
26.
LeathamK. R.PetersonB. E. (2010). Secondary mathematics cooperating teachers’ perceptions of the purpose of student teaching. Journal of Mathematics Teacher Education, 13, 99–119. doi:10.1007/s10857-009-9125-0
27.
LegetteR. M. (2013). Perceptions of early-career school music teachers regarding their preservice preparation. Update: Applications of Research in Music Education, 32(1), 12–17. doi:10.1177/8755123313502342
28.
MadsenC. K.StandleyJ. M.ByoJ. L.CassidyJ. W. (1992). Assessment of effective teaching by instrumental music student teachers and experts. Update: Applications of Research in Music Education, 10(2), 20–24. doi:10.1177/875512339201000206
29.
MagayaA.CrawleyT. (2011). The perceptions of school administrators on the selection criteria and training of cooperating teachers; Strategies to foster collaboration between universities public schools. International Journal of Educational Leadership Preparation, 6(2). Retrieved from http://cnx.org/content/m38306/1.2/
30.
MikszaP.BergM. H. (2013). A longitudinal study of preservice music teacher development application and advancement of the Fuller and Bown teacher-concerns model. Journal of Research in Music Education, 61, 44–62. doi:10.1177/0022429412473606
31.
NesheimN. E.MoranC. M.PendletonM. (2014). Building bridges: How to increase the efficacy of teacher mentors and student-teacher programs. Journal of Cases in Educational Leadership, 17(3), 48–58. doi:10.1177/1555458914543376
32.
PaulS. J.TeachoutD. J.SullivanJ. M.KellyS. N.BauerW. I.RaiberM. A. (2001). Authentic-context learning activities in instrumental music teacher education. Journal of Research in Music Education, 49, 136–145. doi:10.2307/3345865
33.
PeeryA. (2004). Deep change: Professional development from the inside out. Lanham, MD: Scarecrow Education.
34.
RajuanM.BeijaardD.VerloopN. (2007). The role of the cooperating teacher: Bridging the gap between the expectations of cooperating teachers and student teachers. Mentoring & Tutoring: Partnership in Learning, 15, 223–242.
35.
RohwerD.HenryW. (2004). University teachers’ perceptions of requisite skills and characteristics off effective music teachers. Journal of Music Teacher Education, 13(2), 18–27. doi:10.1177/10570837040130020104
SchmidtM. (1998). Defining “good” music teaching: Four student teachers’ beliefs and practices. Bulletin of the Council for Research in Music Education, 138, 19–46.
38.
SchmidtM. (2008). Mentoring and being mentored: The story of a novice music teacher’s success. Teaching and Teacher Education, 24, 635–648. doi:10.1016/j.tate.2006.11.015
39.
SchmidtM. (2010). Learning from teaching experience: Dewey’s theory and preservice teachers’ learning. Journal of Research in Music Education, 58, 131–146. doi:10.1177/0022429410368723
40.
SchmidtM. (2013). Transition from student to teacher: Preservice teachers’ beliefs and practices. Journal of Music Teacher Education, 23(1), 27–49. doi:10.1177/1057083712469111
41.
SivanA.ChanD. W. K. (2003). Supervised teaching practice as a partnership process: Novice and experienced student-teachers’ perceptions. Mentoring & Tutoring: Partnership in Learning, 11, 183–193.
42.
SmagorinskyP.CookL. S.JacksonA. Y.FryP. G.MooreC. (2004). Tensions in learning to teach: Accommodation and the development of a teaching identity. Journal of Teacher Education, 55, 8–24.
43.
StegmanS. F. (1996). An investigation of secondary choral music student teachers’ perceptions of instructional successes and problems as they reflect on their music teaching (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 9624737)
44.
StegmanS. F. (2001). Perceptions of student teachers in secondary choral classrooms. Journal of Music Teacher Education, 11(1), 12–20.
45.
StegmanS. F. (2007). An exploration of reflective dialogue between student teachers in music and their cooperating teachers. Journal of Research in Music Education, 55, 65–82. doi:10.1177/002242940705500106
46.
TabachnickB. R. (1980). Intern-teacher roles: Illusion, disillusion and reality. Journal of Education, 162(1), 122–137.
47.
ValenciaS. W.MartinS. D.PlaceN. A.GrossmanP. (2009). Complex interactions in student teaching: Lost opportunities for learning. Journal of Teacher Education, 60, 304–322. doi:10.1177/0022487109336543
48.
WilliamsA.SoaresA. (2002). Sharing roles and responsibilities in initial teacher training: Perceptions of some key players. Cambridge Journal of Education, 32, 91–107.
49.
WilliamsE. A.ButtG. W.GrayC.LeachS.MarrA.SoaresA. (1998). Mentor’s use of dialogue within a secondary initial teacher education partnership. Educational Review, 50, 225–239.
