Public School Supervising Teachers’ Perceptions of Skills and Behaviors Necessary in the Development of Effective Music Student Teachers

Abstract

Abstract The purpose of this study was to investigate (a) What specific skills and behaviors are considered most important by public school supervising teachers in the development of effective music student teachers?; and (b) Are there differences between instrumental (band/strings) and choral/elementary music supervising teachers on those skills and behaviors? A survey was constructed, consisting of thirty-five items and representing a variety of teacher skills and behaviors. The respondents, public school music teachers who were experienced in supervising student teachers (N = 112), rated each survey item from 1 (not very important) to 5 (very important) regarding the degree each skill and behavior was considered important in the development of music student teachers. The findings showed the highest rated traits may be considered more social in nature and are frequently associated with an individuals personality or personal belief (e.g., honest and ethical). Traits receiving the lowest ratings did not require direct use of musical skills or knowledge (e.g., playing the piano; provide accompaniment), or instructional techniques (e.g., dealing effectively with student discipline). The findings suggest that music student teachers should be aware of high expectations placed on personal characteristics by supervising teachers during the student teaching experience.