The Influence of Student Teaching Experiences on Preservice Music Teachers’ Commitments to Teaching

Abstract

This study concerned preservice students’ commitments to teaching music by comparing potential influencing factors encountered during the student teaching experience. Specific questions were as follows: (a) How committed to teaching were preservice students at the beginning of their student teaching experiences compared with at the end of their experiences? (b) What extent do certain factors influence preservice music teachers’ commitments to teaching at the beginning and at the end of their student teaching experiences? (c) What extent do certain factors influence preservice teachers from not becoming a teacher at the end and at the beginning of their student teaching experiences? (d) What extent would an opportunity to perform on a regular basis influence a preservice teachers’ decision to become a music teacher? Participants completed a pre-/postexperience survey indicating the extent that a variety of factors may influence their commitments to teaching music. Findings showed participants remained committed to teaching after their student teaching experiences and would most likely choose to teach than perform.