Reality Check: A Case Study of Teacher-Candidates’ Music Practicum Experiences

Abstract

This case study examined music teacher-candidates’ views on their practicum experiences by
employing Integrated Inquiry, a multiple-perspectives methodology. Participants in the study
completed Currere, a visioning exercise, prior to and after their first supervised music
teaching experience in the practicum. Prior to their practicum, teacher-candidates commented
that the value of music in education must be more effectively communicated to the public, the
local community solicited to support programs, and research utilized to explain the benefits
of music instruction. To engage a larger percentage of the school population, music programs
must offer a greater variety of courses and foster student input in the curricular
decision-making. Music teachers must broaden their expertise and stay connected with the
local professional music community. After the practicum, the candidates emphasized the
importance of personal adaptation to the classroom context. They realized that each class is
unique, and they had to develop more effective ways of teaching and motivating students if
they were going to create a vibrant music program for their school. Such a program would be
inclusive, promote diversity, and include popular and world musics, in addition to music of
the Western tradition.