Mentoring Graduate Students in Music Education: A Mixed-Methods Phenomenological Study

Vanessa L. Bond, Martina Vasil, Julie D. Derges, Bryan E. Nichols

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

Mentoring is a critical element in the well-being, socialization, and professional identity development of graduate students. Yet in music education, little is known about the graduate student mentoring experience from the mentors’ perspective. Therefore, the purpose of this mixed-methods study was to examine music teacher educators’ perspectives on and experiences with graduate student mentoring. We used a concurrent nested approach to mixed-methods phenomenological research (QUAN + PHEN) with a survey of a national sample of music teacher educators (N = 142) and a phenomenology built from a three-interview series with individuals (n = 6) at various career stages. After analyzing each phase separately, we engaged in data integration and interpretation of study findings to reveal a description of current mentoring practices and beliefs. Key elements include relationship building, a multilayered community of practice, and intentional acts of anticipatory socialization that empower students as they transition to the role of colleague.

Original languageEnglish
Pages (from-to)425-448
Number of pages24
JournalJournal of Research in Music Education
Volume70
Issue number4
DOIs
StatePublished - Jan 2023

Bibliographical note

Publisher Copyright:
© National Association for Music Education 2022.

Keywords

  • graduate mentoring
  • mixed methods
  • music teacher education
  • phenomenology
  • socialization

ASJC Scopus subject areas

  • Education
  • Music

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