Avoiding Praxis Shock: Optimizing Preservice Music Education and Mentoring for Early-Career Music Teacher Success

Abstract

The shock that teachers experience as they enter the profession is well documented across all disciplines. Nothing can completely prepare new teachers for the wide variety of realities they will face. The purpose of this article is to give insight into making the difficult transition from music student to music teacher a smoother and more effective process. Specifically, the authors offer pragmatic suggestions to novice music teachers, particularly on the benefits of various types of mentoring that may aid in this transition.