Music Teacher Preparation for the Urban Classroom: A Qualitative Study

Abstract

With the intent of improving pre-service music teacher preparation for successful teaching in urban classrooms, the purpose of this research study was to explore beginning music teachers’ perceptions of preparedness for teaching in urban settings. Though much research exists on urban teacher preparation in general education, few researchers have investigated the adjustments necessary for successful urban music teaching. I explored specific questions related to perceptions of overall preparedness, perceptions of preparedness based on the university curriculum, and external experiences that may have aided urban teaching preparation. Participants were four beginning urban music teachers from three geographic locations within the United States. Criteria used to identify potential participants were a completed undergraduate degree in music education or a graduate certification in music education, representation of diverse geographic locations within the United States, representation of male and female subjects, representation of various instrumental and vocal backgrounds, beginning teachers with less than five years of teaching experience, and representation of various school settings. Data collected for this instrumental case study included a background survey, three individual interviews per participant, two days of participant observation, and five participant journals. Trustworthiness was ensured through data triangulation, peer review, and participant checks. The research questions were used as a priori codes for the following three themes: (a) necessity, (b) perceptions of pre-service experiences, and (c) perceptions of preparedness. Three themes emerged from the data: (a) willingness to adapt, (b) varying relationships, and (c) challenges and rewards within urban settings. Implications for music teacher educators and pre-service curriculum adjustments are included.