Preservice Music Teachers’ Perceptions of a Mentored Research Experience

Abstract

The purpose of this descriptive case study was to examine three preservice teachers’ views of their participation in a mentored research study. Specific objectives included examining students’ perceptions of the benefits and challenges surrounding their involvement as research assistants, the impact of conducting research on teacher identity, and the potential for enhanced interactions with future students. Data collection included observations, participant reflections, e-journals, immersion, and a focus group interview. Apart from experiencing frustration related to time management, participants reported improved listening skills, a broadened perspective on teaching and on life, and recognition of positive interactions with students. The participants also were eager to cultivate a nurturing environment in their own classrooms but were unable to consistently transfer their experiences to specific teaching goals and behaviors. Implications included investigating ways in which preservice music teachers might experience suitable and relevant research opportunities during socialization activities in undergraduate curricula.