Beginning music teachers’ perceptions of the transition from university to teaching in schools

Abstract

Much research addresses pre-service music teacher education, yet relatively few studies have investigated the work of graduates as they make the transition into careers as music educators. This study using qualitative interview data was conducted in 2003 and examined nine music teachers’ perceptions and experiences of their transition from being a student teacher to teaching full-time. Data analysis showed that teachers: (i) valued pre-service preparation that was ‘hands-on’, although some reported missing learning about crucial aspects relevant to their work; (ii) had been assisted by formal and informal mentors; (iii) described their first-year experiences as difficult yet rewarding; and (iv) described professional needs as largely contextually driven. Findings from this study inform pre-service and in-service teacher educators, and administrators who supervise beginning teachers’ development, as they plan for professional development and mentoring opportunities for beginning music teachers. Given the complexity of the settings in which music teachers work, effective pre-service teacher education programs must be accompanied by appropriate mentoring and professional development experiences if high teacher attrition rates in music education are to be addressed.