Abstract
This grounded theory study explores the relationship between the college methods class and the off-campus practicum experience. The study included nine undergraduate music education majors enrolled in a methods course designed to prepare them to teach music in secondary schools. Also included were three in-service teachers who served in the role of cooperating teachers for the practicum portion of the experience. Content for the on-campus methods class was altered to accommodate the programs where students would be working. Data included reflections from the students during a weekly on-campus seminar, informal interviews with the cooperating teachers, observations of the students at the practicum sites, and written evaluations of the students by the cooperating teachers. As a result of open, focused, and axial coding, several themes emerged that confirmed the literature stating that despite best efforts, the on-campus course and off-campus practicums do not connect.
Published Version
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