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

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 (US)
JournalJournal of Research in Music Education
DOIs
StateAccepted/In press - 2022

All Science Journal Classification (ASJC) codes

  • Education
  • Music

Fingerprint

Dive into the research topics of 'Mentoring Graduate Students in Music Education: A Mixed-Methods Phenomenological Study'. Together they form a unique fingerprint.

Cite this