The Author
A professor of music education at
the University of Michigan, School
of Music, Theater and Dance.
She has presented at national and
international conferences
(including NAfME and ISME) and
has published more than 80
articles on these topics in all of the
major music education journals.
She is currently editor-in-chief of
Arts Education Policy Review.
Colleen M. Conway
Teacher Recruitment
Assessment and Alignment
Preservice Teacher Development
Restructuring the Curriculum Cultural Diversity in Music
Teacher Education
Cultural Diversity in Music Teacher Education
School and University Partnerships
Policy and Association Partnerships
Professional Development for the Beginning Music Teacher
Professional Development for the Experienced Music
Teacher
Teacher Retention
Preparing Music Teacher Educators and Supporting Current
Music Teacher Educators
Alternative Licensure
Preservice Fieldwork
Faculty loads, student schedules, availability of local
schools and other resources affect the nature of
field placements.
There is a delicate balance between fieldwork that
provides good first teaching experiences and
fieldwork that is a trial by fire approach to the
profession.
Immersion Fieldwork refers to placing students in a
diverse setting for an extended time period during
which they live in the community as well as teach.
Student Teaching
The most valuable component of the teacher
education process.
To think beyond the given context instead of telling
them how to teach or what to do.
Have open lines of communication between the
co-op teacher and the university supervisor
regarding the student and the placement details.
To view student teaching as a spot on the
continuum of learning to teach and not as the end
point.
Fantasy
Survival
Mastery
Impact
Characteristics of Mentors
Excellent musician
Strong knowledge of music subject matter
Exemplary teacher
Similar philosophy of music education
Proactive in establishing relationship
Good listener
Organized
S t r o n g k n o w l e d g e o f p o l i c i e s a n d
procedures(building, district and state)
Personable but professional
CONCLUSION
Music teacher education is often the effect of
attacks regarding lack of preparation for teaching.
Beginning music teachers need assistance in
dealing with the messy issues in school change and
curriculum reform that they encounter once they
begin working in schools.
True collaboration in music teacher education
between higher education faculty, policy-makers in
music education and P-12 music educators is still in
its infancy.