The purpose of this narrative inquiry was to re-story the student teaching experience of two preservice music education majors who are visually impaired or blind. While music education scholars have devoted attention to P–12 students with disabilities, research with preservice music teachers with impairments is seemingly nonexistent. Using a transformative paradigm and social model of disability as lenses, we retell participants’ experiences across three commonplaces of narrative inquiry: sociality, temporality, and place. Participants told their student teaching stories through various field texts, including interviews, journals, emails, and informal conversations. Three particular issues were highlighted strongly within their narratives: accessible music, reliance on others, and individuals’ attitudes. Issues of what constitutes effective teaching, teacher identity construction, and preparedness for working with individuals with disabilities also emerged. Multiple avenues are suggested for practice, research, and policy in music, teacher education, and teachers with disabilities.

Research and practice in mentoring preservice music teachers and music teachers during their induction years has flourished in the past 10 years. Mentoring is also essential to the success of new music teacher educators; however, there is little extant research on mentoring of “preservice” and early career music teacher educators. Though not new members of the profession, new music teacher educators often face challenges similar to those of first-year music teachers. Mentoring can take many forms for new music teacher educators, one of which is peer mentoring. Peer mentoring can serve as an effective means to help new music teacher educators both cope with and succeed in their new professional environment. This article documents our peer-mentoring relationship from its genesis in doctoral studies through its evolution as we, two assistant professors, begin our careers as tenure-track faculty at two major research institutions.

The purpose of this research was to explore how participants perceived themselves as preservice music teachers. Bouij's (1998) salient role-identities in music education served as an a priori theoretical framework. By investigating participants' perceptions of role-identity, some of the socialization processes that contributed to identity development were also revealed. Multiple forms of data were collected including interviews, both individual and focus group, and field notes from peer teaching sessions. Analysis resulted in three themes: (a) Role-Identities, (b) Peers, and (c) Authentic Teaching Experiences. Participants believed they embodied a primary and secondary role-identity and perceived subtle expansions of their role-identities as they progressed through their undergraduate degree program. Participants discussed the importance of their peers and authentic teaching experiences in their development as music teachers. Suggestions for practice and further research are provided.

Student teaching is the capstone experience of undergraduate music teacher preparation, and in-service and preservice music teachers consider it the most valuable part of preservice teacher education. Researchers have examined student teachers’ skills, pedagogical content knowledge, and reflective practice. Other topics have included the student teaching triad members (cooperating teacher, university supervisor, student teacher), teacher identity, and preparedness for teaching. A current review of the research literature on music student teaching not only provides a summary of extant research but also reveals existing gaps in the scholarship and therefore direction for further inquiry. With those aims in mind, this article examines selected music education scholarship in the area of student teaching with particular emphasis on two areas of contemporary research literature: student teachers’ knowledge and development and the people and placements in student teaching.

Music teacher socialisation (MTS) has received increased attention in music education research, but few researchers have explored MTS with students during their primary socialisation, or pre-college, years. The purpose of this qualitative multiple case study was to examine the perspectives of high school music students who plan to pursue a music teaching career. Participants were a purposeful sample selected from an outreach honor choir at a large Southwestern university in the USA. Data included one formal interview with each participant, field notes from observations of the outreach honor choir and participants' visual representations of music teachers. Three themes resulted from data analysis:(1) MTS, (2) ideal music teacher and (3) expressed music teacher identity. Implications for practice in K-12 and university education are included, as well as suggestions for further research.