MIME-Version: 1.0 Content-Location: file:///C:/511BB0C5/studentteacherapprentice.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Student Teaching as an Apprenticeship

Student Teaching as an Apprenticeship

Prepared for MusT445 by N= .J. Kreutzer

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for students and mentors…….

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The student teaching experience can be thought of as an apprenticeship situation.  As with any craft or skills orient= ed learning, the stages are basically

1. &= nbsp;   1.     Observation

2. &= nbsp;   2.     Guided imitation

3. &= nbsp;   3.     Independent imitation with feedback

4. &= nbsp;   4.     Independent imitation with self-assessment

5. &= nbsp;   5.     Independent creation

 

As a student progresses through the student teaching practicum, he or she will ideally go through a role change from

        &= nbsp;   Student/Performer        =              to        =             --     &nbs= p; Teacher        --

 &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;        Self-conscious            Other-conscious         =

Making the c= hange in self-image from student to teacher requires a visualization process that= is not easy.  The first attempts = at taking on the role of teacher are likely to be self-conscious: “How w= ell am I doing what I’m supposed to do?”  Gradually the emphasis shifts to t= he question: “How well are the students learning from what I’m doing?”  This is the poi= nt of arrival—the aim of the 14 week practicum.

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General Timeline for Stud= ent Teaching

The School of Education<= /st1:PlaceName> at the University of Idaho offers the following timeline as a guide for scheduling participation during the practicum.  It should be treat= ed as flexible, based on individual needs, dictates of the music program, and mut= ual goal-setting between the student teacher and the cooperating teacher.<= /o:p>

        &= nbsp;   Weeks 1-2:  Observation of  classes, acquaintance with = school personnel, learning student names, school rules and management procedures.<= o:p>

        &= nbsp;   Weeks 2-4:  With guidance from coope= rating teacher, student plans and presents a series of lessons for one class.  This would be followed by evaluati= on conferences.

        &= nbsp;   Weeks 4-8:  Student gradually takes responsibility for more classes, with evaluation and feedback from the cooperating teacher.  Observat= ion and feedback from administrative personnel would also be helpful.

        &= nbsp;   Weeks 9-12:  Student teacher works cooperatively with the mentor teacher in meeting the needs of students.  At some point during this time per= iod, the student teacher should partici= pate in the full set of teaching experiences, in order to have a sense of what a real-life job takes in terms of energy, organization, and stamina.

        &= nbsp;   Weeks 12-14:  A gradual tapering off= and handing back of teaching responsibilities.=   Cooperating teacher should arrange for student to visit o= ther teachers within the school system, as many as 4-6, to expand experience to observe a variety of teaching styles.  The full day visit of the School of Music supervisor will probably be arranged during this time period.

        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;            Please turn the page

 

 

Specific goals and object= ives

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Besides the obvious practice of components of teaching—planning, presenting, evaluating, classroom management—students also need to be acquainted = with the organizational and administrative skills required for a music program.<= span style=3D'mso-spacerun:yes'>  Please assign = them tasks in such activities as budgeting, fund-raising, planning field trips a= nd festivals, recruiting, ordering and dispensing supplies, communicating with colleagues and community, advertising, and anything else that you consider crucial to your program.
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