HELLMAN, from p. 50
that there were parts of the rehearsal in which he was able to pinpoint errors and some parts in which he was not. After being prompted on what occurred, during the lesson, Cary recognized that he became concerned with discipline and was not able to focus upon what the class sounded like. In their discussion, they focus on score study, knowledge of instrumental, and rehearsal procedures. At this stage, Cary is primarily focused on the task involved in teaching. He is less self-conscious and more focused on how well he was able to implement the procedures.
Student Concerns Stage. On a different day, Cary asks Barry about pacing. Cary is starting to realize how the learning in the class is affected by his pacing. Cary starts to ask about the differences in the class. Barry starts to explain some of his history with his students and how he could relate with them over the course of the year. At this stage, Cary is starting to develop insights about the students. He starts to think about different approaches that might work well for this particular class.
To repeat, for the purpose of providing these very examples of the stages of concern, these examples are necessarily oversimplified. Recognizing the concerns that our young colleagues have can provide cooperating supervisors and other mentors with clues as to how to assist students in progressing in their teaching. The takeaway from Fuller and Brown (1975) is that once preservice teachers begin to feel that they are accepted as future teachers
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and gain some understanding of the process of teaching, their focus becomes less self-conscious. Mentors can help facilitate this process by helping to pinpoint and focus on particular aspects of teaching. Similar to providing feedback intended to promote music learning, how much feedback to provide and when to provide it are important decisions to be made. Getting mentees to recognize particular aspects of teaching can help to build their ability in making teaching decisions. To assist in moving from the self-concerns to the task concerns stage, questions and dialog on what occurs in the classroom may be most helpful. Once a certain level of comfort is reached with functioning as a teacher, focus on the individual learning needs of students should become the primary focus for teachers. Transitioning from the task concerns to the student concerns stage might be facilitated through co-reflection about the effects of teaching strategies on students. In practice, this is much nuanced. However, awareness of these stages and the use of different mentoring strategies can be informative can be a strong investment in practicum students, student teachers and novice teachers and serve as a meaningful form of lifelong learning.
References: Berg M. H. & Miksza P. (2010). An investigation of preservice music teacher development and concerns. Journal of Music Teacher Education, 20(1), 39–55. doi:10.1177/105708371036323
Campbell M. R., Thompson L. K. (2007). Perceived concerns of preservice music education teachers: A cross-sectional
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study. Journal of Research in Music Education, 55, 162–176.
doi:10.1177/002242940705500206
Fuller, F. F. & Bown, O. (1975). Becoming a teacher. In K. Rehage (Series Ed.) & K. Ryan (Vol. Ed.), Teacher Education: The Seventy Fourth Yearbook of the National Society for the Study of Education. Part II. (pp. 25 – 52). Chicago: The National Society for the Study of Education.
Glickman, C. D. (1985). Supervision of instruction: A developmental approach. Newton, MA: Allyn & Bacon.
Miksza P., Berg M. H. (2013). A longitudinal study of preservice music teacher development: Application and advancement of the Fuller and Bown teacher- concerns model. Journal of Research in Music Education, 61, 44–62. doi: 10.1177/0022429412473606
Powell S. R. (2014). Examining preservice music teacher concerns in peer- and field-teaching settings. Journal of Research in Music Education, 61, 361–378. doi:10.1177/0022429413508408
Raiber M., Teachout D. (2014). The journey from music student to teacher: A professional approach. New York, NY: Routledge.
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