Author's Final Manuscript
Journal of Music Teacher Education
The purpose of this multiple instrumental case study (Stake, 2005; 2006) was to explore how four high school instrumental music educators assuming the role of facilitative teacher prepared to respond to challenges affecting the social and emotional well-being of their students. The four participant instrumental music educators had a reputation as being caring and having positive professional relationships with their students, represented diverse settings, and had at least 10 years of instrumental music teaching experience. Findings included: (a) formative elements leading to the instrumental music educators’ preparation to support included experience, demonstration of care by influential people, parenthood, professional development, and participation in this study; and (b) the instrumental music educators experienced challenges associated with providing support, including quantity of challenges, time commitment, and lack of school assistance. Suggestions for teacher educators and inservice professional development are included.
Edgar Scott N. “Preparing High School Instrumental Music Educators to Respond to the Social and Emotional Challenges of Students.” Journal of Music Teacher Education 20, no. 10 (2015): 67-82.