An Examination of Music Student Teaching Practices Across Institutions Accredited by the National Association of Schools of Music

Abstract

Abstract The purpose of the present study was to examine music student teaching practices from music education institutions accredited by the National Association of Schools of Music across the United States. One-hundred sixty (N = 160) respondents completed an online questionnaire that addressed: (a) What prerequisites do institutions require prior to beginning student teaching? (b) What similarities or differences exist regarding student teacher placements? (c) Who do institutions use as university supervisors? (d) To what extent are orientation meetings and seminars utilized during the internship? (e) What are the requirements for the successful completion of the student teaching experience? and (f) Upon successful completion of student teaching, program completion, and license requirements, what initial teaching licensure will students receive? Findings indicate more similarities than differences across institutions with respect to student teaching policies and procedures. Additionally, results appear to be consistent with nearly 5 decades of previous research examination on music student teaching practices.