With the intent of better understanding the mentoring relationship during the music student teaching experience, this study examined the impact of a teacher research project on the development of the cooperating teacher/student teacher relationship. The following research questions were designed to guide this project: 1) How do cooperating teachers and student teachers describe the impact of the teacher research project on their relationship with one another?, 2) Do cooperating teachers believe participating in a collaborative teacher research project made them a better mentor?, 3) What factors contributed to the development of a meaningful mentoring relationship between the cooperating teacher and student teacher?, and 4) Does participation in a teacher research project impact the cooperating and student teachers' sense of empowerment?Participants in this study were three cooperating teacher/student teacher pairs from a small Midwestern college. During the student teaching experience, the pairs worked collaboratively with one another on a teacher research project. I used ethnographic methodological techniques to collect data before, during, and after implementation of the project. Interviews, both individual and focus group, as well as in-depth field observations of the participants in their natural setting were the main sources of data, while informal conversations, field notes, and journals provided further insight. Trustworthiness was established through data triangulation, member checks, and peer review. The following themes emerged from the data: Expectations and Feelings, Cooperating Teacher Qualities, Student Teacher Qualities, and Teacher Research. The last theme, Teacher Research, was further delineated into three sub-themes: Improving Practice, Collaboration, and Personal Satisfaction. Student teachers exhibit specific qualities that shape their experience. The cooperating teachers appreciated these qualities in their student teachers, and as a result, were more willing to share teaching responsibilities. Participating in a teacher research project provided opportunities for both the cooperating teachers and student teachers to improve their practice. Further, it allowed the student teachers to exhibit the desired qualities (i.e., initiative, dedication, reflection) that resulted in being given more trust and responsibility from the cooperating teachers. Cooperating teachers and student teachers alike desired a personal connection with one another that would allow for an authentic, comfortable relationship. The teacher research project resulted in increased opportunities for collaboration between the cooperating teacher and student teacher. This collaboration led to a relationship that was more collegial in nature.Recognizing the importance of specific student teacher qualities to a successful student teaching experience suggests that music teacher educators foster these qualities throughout undergraduate coursework. Music teacher educators might also consider the use of a teacher research project in the student teaching experience to encourage these qualities while simultaneously allowing for a more collegial relationship between the cooperating teacher and student teacher.
Read
