Virtual Mentoring of Preservice Teachers

Abstract

The purpose of the study was to describe music teachers’ perceptions of the benefits and challenges they experienced as virtual mentors of preservice music teachers. Each mentor was assigned a cohort of preservice teachers who were enrolled in an elementary general music methods course. Cohorts observed their mentor’s teaching via Skype. Mentors watched video of their cohort field teaching. After each experience, mentors met their cohorts via Skype for feedback and reflection. Data included mentors’ written reflections and interviews. Virtual experiences were valuable but different from traditional mentoring experiences. Benefits were similar to those identified by traditional mentors. Use of technology alleviated some challenges associated with face-to-face mentoring. Challenges of virtual mentoring related to limits of current technology. Music teacher educators, administrators, and policymakers should consider findings when making decisions about technology-based professional development experiences and teacher evaluation programs.