Reality Check: A Case Study of Teacher-Candidates’ Music Practicum Experiences

Abstract

This case study examined music teacher-candidates’ views on their practicum experiences by employing Integrated Inquiry, a multiple-perspectives methodology. Participants in the study completed Currere, a visioning exercise, prior to and after their first supervised music teaching experience in the practicum. Prior to their practicum, teacher-candidates commented that the value of music in education must be more effectively communicated to the public, the local community solicited to support programs, and research utilized to explain the benefits of music instruction. To engage a larger percentage of the school population, music programs must offer a greater variety of courses and foster student input in the curricular decision-making. Music teachers must broaden their expertise and stay connected with the local professional music community. After the practicum, the candidates emphasized the importance of personal adaptation to the classroom context. They realized that each class is unique, and they had to develop more effective ways of teaching and motivating students if they were going to create a vibrant music program for their school. Such a program would be inclusive, promote diversity, and include popular and world musics, in addition to music of the Western tradition.