The Selection and Preparation of Cooperating Teachers in Music Education

Abstract

The purpose of this study is to describe the current process of selecting cooperating teachers and their preparation for this role in music teacher education throughout the state of Illinois to improve future practices and policies. Coordinators of student teaching and music education professors ( N = 19) were surveyed regarding their school's selection and preparation practices. Findings include a reliance on the personal and professional relationships between K–12 and collegiate music educators when selecting music cooperating teachers rather than on the recommendation of school principals ( p = .003) as reported throughout the general education literature. Preparation activities are limited to the use of handbooks of student teaching, one-on-one conferences between cooperating teachers and college or university supervisors, and an occasional class or workshop. Finally, current selection practices based on previous knowledge of cooperating teacher candidates may in fact decrease the need for preparation.