Music Mentor Preparation and Professional Development: A Program Review of the NAfME Music Mentorship Program Facilitator and Mentor Support Project (MMSP)

Autor/inn/en	Vaughan-Marra, Jessica; Baumgartner, Christopher M.
Titel	Music Mentor Preparation and Professional Development: A Program Review of the NAfME Music Mentorship Program Facilitator and Mentor Support Project (MMSP)
Quelle	In: Journal of Music Teacher Education, 32 (2023) 3, S.41-56 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vaughan-Marra, Jessica) ORCID (Baumgartner, Christopher M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-0837
DOI	10.1177/10570837221142008
Schlagwörter	Music Education; Music Teachers; Mentors; Facilitators (Individuals); Beginning Teachers; Beginning Teacher Induction; Program Design; Workshops; Transfer of Training; Barriers + Suchen Sie Ihr Suchwort? Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Junior teacher; Junglehrer; Programme design; Programmaufbau; Programmplanung; Lernwerkstatt; Schulung; Training; Transfer; Ausbildung
Abstract	The purpose of this program review was to provide an in-depth analysis of the National Association for Music Education Music Mentorship Program Facilitator and Mentor Support Project, led by members of Society for Music Teacher Education's Supporting Beginning Music Teachers Area of Strategic Planning and Action. We used an illuminative evaluation process (Patton, 2015) to present (a) a rich description of the project, (b) perceptions of key stakeholders (organizers, session leaders, participating mentors/mentorship program facilitators), and (c) findings pertinent to developing new music teacher mentor programs. Along with a description of the program, the findings are organized into successes, opportunities, weaknesses, and challenges as outlined by a Strengths, Weaknesses, Opportunities, and Challenges analysis (Even Zahav & Hazzan, 2017). Within these areas, the unique design, workshop calendar and pace, as well as transferable content to state music education association (MEA) programs are presented. The review presents the program design as well as recommendations for making clearer connections to the needs of state-level MEA-sponsored mentoring programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01