A descriptive study of cooperating teachers' perceptions regarding student teacher preparation

The purpose of this study was to investigate the perceptions of cooperating teachers regarding the level of preparedness of specific student teachers at the beginning of the student-teaching experience. Fifty-three secondary ensemble teachers (orchestra, band, and choir) completed a survey rating how prepared their most recent student teacher was in the areas of personal skills, teaching skills, and musical skills and provided feedback regarding the skill that needed the most attention from the university to improve music teacher preparation. Cooperating teachers rated student teachers similarly in all three categories. Differences were found between orchestra, band, and choir teachers relative to the skill that was selected in each category as needing the most attention. Orchestra and band teachers selected effective rehearsal pace, knowledge of subject matter, and secondary instrument skills as needing additional focus from university programs, while choral teachers selected piano skills and teaching and learning strategies as important areas to develop. Additional trends were noted between orchestra, band, and choral teachers and implications for music teacher education were discussed.