Merging Voices and Finding Harmony in Co-teaching: A Doctoral Student’s Experience of Co-teaching a Music Therapy Course with her Doctoral Advisor

Abstract

This article discusses the author’s experience as a doctoral student who co-taught a graduate level music therapy course with her doctoral advisor. During the course of the teaching semester the doctoral student kept record of her feelings and thoughts in a bi-weekly journal. She explored dynamics such as dual relationships, leadership, and identity as a teacher. Touched with successes and limitations she learned from her experiences and explored insights into collaborative teaching models. Literature related to models of co-teaching, leadership, and mentorship highlighted the journey in this article. Collaborative teaching models may be considered in the field of music therapy to aide in the establishment of integrative and cross disciplinary learning.