@article{0b63135966d449f1b7c284df951eac03,
title = "Mentoring trainee music teachers: beyond apprenticeship or reflection",
abstract = "This article explores the theoretical concepts of {\textquoteleft}apprenticeship{\textquoteright} and {\textquoteleft}reflection{\textquoteright} in Initial Teacher Education music mentoring. It presents two case studies of Secondary music mentoring and relates these to the theoretical concepts. The article argues that a more integrated view of music mentoring might be provided with reference to Kolb{\textquoteright}s (1984) theory of experiential learning.",
keywords = "Mentoring, teacher education",
author = "Tim Cain",
note = "BEN-PERETZ, M. & RUMNEY, S. (1991) {\textquoteleft}Professional thinking in guided practice{\textquoteright}. Teaching and Teacher Education, 7(5-6): 517-530. BOYD, P. (2001) Rose tinted reflection? The benefits for teachers of initial teacher education in secondary schools, Paper presented at the conference of the British Educational Research Association, Leeds, September, 2001. BROOKS, V. & SIKES, P. (1997) The good mentor guide: initial teacher education in secondary schools. Buckingham: Open University Press. BROWN, S. & MCINTYRE, D. (1993) Making sense of teaching. Buckingham: Open University Press. CONWAY, C. (2003) {\textquoteleft}School district-sponsored mentor programs{\textquoteright}, in C. Conway (Ed.), Great beginnings for music teachers: mentoring and supporting new teachers, pp. 35-40. Reston, VA: National Association for Music Education. DEPARTMENT FOR EDUCATION AND EMPLOYMENT & QUALIFICATIONS AND CURRICULUM AUTHORITY (1999) The national curriculum for England: Music. London: DfES & QCA. DEWEY, J. (1904/1964) {\textquoteleft}The relation of theory to practice in education{\textquoteright}, in R. D. Archambault, (Ed.) John Dewey on education: selected writings. Chicago: University of Chicago Press. DEWEY, J. (1933) How we think: a restatement of the relation of reflective thinking to the educative process. Boston: Heath. DUNN, T. G. & TAYLOR, C. A. (1993) {\textquoteleft}Cooperating teacher advice{\textquoteright}. Teaching and Teacher Education, 9(4): 411-423. ELLIOTT, J. (1991) {\textquoteleft}A model of professionalism and its implications for teacher education{\textquoteright}. British Educational Research Journal, 17(1): 309-318. ELLIOTT, J. (1993) Reconstructing teacher education. London: Falmer. FISH, D. (1995) Quality mentoring for student teachers: a principled approach to practice. London: David Fulton. HAGGARTY, L. (1995) {\textquoteleft}The use of content analysis to explore conversations between school teacher mentors and student teachers{\textquoteright}. British Educational Research Journal, 21(2): 183-197. HANDAL, G. & LAUVAS, P. (1987) Promoting reflective teaching: supervision in practice. Buckingham: Open University Press. HAWKEY, K. (1998) {\textquoteleft}Mentor pedagogy and student teacher professional development: a study of two mentoring relationships{\textquoteright}. Teaching and Teacher Education, 14(6): 657-670. HAYS, T., MINICHIELLO, V. & WRIGHT, P. (2000) {\textquoteleft}Mentorship: the meaning of the relationship for musicians{\textquoteright}. Research Studies in Music Education, 15: 3-14. KOLB, D. A. (1984) Experiential learning: experience as the source of learning and development. Englewood Cliffs, N. J.: Prentice-Hall. KORTHAGEN, F. & VASALOS, A. (2005) {\textquoteleft}Levels in reflection: core reflection as a means to enhance professional growth{\textquoteright}. Teachers and teaching: theory and practice, 11(1): 47-71. LAVE, J. AND WENGER, E. (1991) Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press. MARTIN, T. (1995) {\textquoteleft}Giving feedback after a lesson observation{\textquoteright}. Mentoring and Tutoring, 3(2): 8-12. MERRIAM, S. (1998) Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass. OFMAN, D. (2000) Core qualities: a gateway to human resources. Schiedam: Scriptum. PAYNTER, J. (1982) Music in the secondary school curriculum. Cambridge: Cambridge University Press. PERSSON, R. S. (2000) {\textquoteleft}Survival of the fittest or the most talented?: deconstructing the myth of the musical maestro{\textquoteright}. The Journal of Secondary Gifted Education, 12(1): 25-38. SCH{\"O}N, D. (1983) The reflective practitioner: how professionals think in action. New York, NY: Basic Books. SHAW, R. (1992) Teacher training in secondary schools. London: Kogan Paul. SMITH, R. & ALRED. G. (1993) {\textquoteleft}The impersonation of wisdom{\textquoteright}, in D. McIntyre, H. Hagger & M. Wilkin (Ed.), Mentoring: perspectives on school-based teacher education, pp. 35-40. London: Kogan Page. STANULIS, R. N. (1994) {\textquoteleft}Fading to a whisper: one mentor{\textquoteright}s story of sharing her wisdom without telling answers{\textquoteright}. Journal of Teacher Education, 45(1): 31-37. STRAND, K. (2006) {\textquoteleft}Learning to inquire: teacher research in undergraduate teacher training{\textquoteright}. Journal of Music Teacher Education, Spring, 2006: 29-42. SWANWICK, K. (1979) A basis for music education. London: Routledge. TEACHER TRAINING AGENCY (2000) Qualifying to teach (London, Teacher Training Agency). TOMLINSON, P. (1995) Understanding mentoring: reflective strategies for school- based teacher preparation. Buckingham: Open University Press. VAN MANEN, M. (1995) {\textquoteleft}On the epistemology of reflective practice{\textquoteright}. Teachers and teaching: theory and practice, 1(1): 33-50. ZEICHNER, K. M. & LISTON, D.P (1996) Reflective teaching: an introduction. Mahwah, NJ: Lawrence Erlbaum Associates.",
year = "2007",
doi = "10.1017/S0265051707007589",
language = "English",
volume = "24",
pages = "281--294",
journal = "British Journal of Music Education",
issn = "0265-0517",
publisher = "Cambridge University Press",
number = "3",
}