All states have some system of music teacher certification, and most, according to the 2018 "Analysis of State Music Education Certification Practices in the United States" from the National Association for Music Education, require broad-based music certification that includes both choral and instrumental music at levels K to 12.…

Policy capacity in music education can be enhanced through understanding the policy-making process and state governmental policy. Three examples of engagement in state-level policy action are used to explore agency, negotiation, and visioning as important dispositions for advancing music education policy goals. First, influencing state-level…

The student teaching seminar is a crucial component in the final course work of the music education curriculum, though research that examines the structure and content of this important course is minimal. In this article, we provide in-depth descriptions of sample seminar activities, assessments, resources, and suggestions for creating a…

Tablet computers, engaging and dynamic teaching and learning tools, are increasingly prevalent in K-12 schools and university settings. To help music educators make informed technology choices for their classrooms, this article contains preservice teachers' reflections on how they used iPads to enhance their musicianship, teacher preparation,…

University programs often require preservice music educators to complete some small- or large-group instruction before beginning student teaching. One of the tools used to deepen these preservice teaching experiences and consequently the pedagogical knowledge for these teachers is to have them reflect on their teaching episodes. Video reflection…

In this article, the authors explore the roles of university supervisor and cooperating teacher as mentoring partners in the student-teaching process, based on their perspectives as they served in those roles for an elementary general music assignment. Their observations and tips may help current or future student teachers, cooperating teachers,…

Describes how a student teacher used the Comprehensive Musicianship approach to introduce high school choruses to contemporary music. Choir students participated in the entire composition process from text selection to musical analysis of a choral work. Student discussion of the completed work reinforced their understanding of musical principles.…

Examines the importance of the cooperating teacher in the education and field experience of the student teacher in music education. Discusses the responsibility of the college to both the student and cooperating teacher, and recommends a five-step process through which the student teacher gradually develops independence in the classroom. (GEA)

Describes an elementary music education student teaching program which provides student teachers with experiences both working with cooperating teachers and having complete, unsupervised control of their classrooms. Teams of three students work independently for four weeks with combined lower-elementary music classes and then work individually…

Twenty-one classroom guidelines are listed for the benefit of student and first-year music teachers. (AM)

Discusses laboratory-centered methods courses, the improvement of the teaching-learning situation, and the expansion of student teacher experience. (Author/RK)

Examines the future directions of music education at both the undergraduate and inservice levels. Recommends five ways to improve undergraduate education, including the student teaching experience. Delineates important aspects of an on-the-job training program which would increase personal satisfaction and professional status. (JDH)

The author argues that, in many ways, the student teaching experience may not adequately prepare novice music teachers for their first professional assignments. He suggests changes in student teacher placement procedures, advocates formal assistance for first-year teachers, and lists seven tips for beginning teachers. (SJL)

Introduces the article for this issue's special focus on the life cycle of a music teacher. Focuses on major areas of concern for music educators, such as student teaching, mentoring, lifelong learning, burnout, self-reflection, and self-analysis. (CMK)