Literaturnachweis - Detailanzeige
| Autor/inn/en | Bond, Vanessa L.; Vasil, Martina; Derges, Julie D.; Nichols, Bryan E. |
|---|---|
| Titel | Mentoring Graduate Students in Music Education: A Mixed-Methods Phenomenological Study |
| Quelle | In: Journal of Research in Music Education, 70 (2023) 4, S.425-448 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Bond, Vanessa L.) ORCID (Nichols, Bryan E.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4294 |
| DOI | 10.1177/00224294221081000 |
| Schlagwörter | Mentors; Graduate Students; Music Education; Phenomenology; Teacher Attitudes |
| Abstract | Mentoring is a critical element in the well-being, socialization, and professional identity development of graduate students. Yet in music education, little is known about the graduate student mentoring experience from the mentors' perspective. Therefore, the purpose of this mixed-methods study was to examine music teacher educators' perspectives on and experiences with graduate student mentoring. We used a concurrent nested approach to mixed-methods phenomenological research (QUAN + PHEN) with a survey of a national sample of music teacher educators (N = 142) and a phenomenology built from a three-interview series with individuals (n = 6) at various career stages. After analyzing each phase separately, we engaged in data integration and interpretation of study findings to reveal a description of current mentoring practices and beliefs. Key elements include relationship building, a multilayered community of practice, and intentional acts of anticipatory socialization that empower students as they transition to the role of colleague. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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