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Abstract: Community-based fieldwork experiences can serve as opportunities to help preservice teachers expand their conceptions of where, how, and with whom music education can occur. Community-based mentors can play a critical role in helping novice music educators navigate these spaces. In this article, we explore the role of mentorship in community-based music education placements. We draw from our experiences as a preservice teacher and community-based mentor to present three strategies to consider when entering a community-based mentoring relationship: investigating organizational and personal purpose, creating space for ongoing mutual reflection, and building caring relationships.
Résumé : Les expériences de travail en communauté peuvent amener les futurs enseignants a élargir leurs conceptions de l'éducation musicale, notamment l'étendue des contextes dans lesquels elle peut prendre forme (ou, comment, avec qui). Les mentors dans la communauté peuvent jouer un rôle essentiel en aidant les musiciens éducateurs novices a naviguer dans ces lieux. Dans cet article, nous explorons le rôle du mentorat dans les stages en éducation musicale ancrés dans la communauté. Nous nous inspirons de nos expériences en tant qu'enseignantes a la formation des futurs enseignants et que mentores dans la communauté et nous présenterons trois stratégies a considérer pour construire la relation de mentorat en communauté: trouver un objectif organisationnel et personnel, créer un espace pour une constante réflexion mutuelle et bâtir des relations de confiance.
Practicum experiences and fieldwork are central to teacher education. These can be impactful opportunities for preservice teachers to build relationships with learners, explore pedagogy in action, and connect with educational communities. In recent years, music teacher educators and researchers have called for the inclusion of community-based fieldwork in teacher education programs, noting that community organizations offer unique opportunities to explore musical learning as a lifelong and varied practice (Tucker & Mantie, 2006; Willingham, 2014). Such fieldwork is often implemented with the goal of helping preservice teachers gain additional pedagogical experience and expand their understanding of what it means to teach and learn (Baughman & Baumgartner, 2018; Burant & Kirby, 2002; Zeichner & McDonald, 2011). These placements can help preservice teachers ask questions about how and why music is taught in various settings as well as set the stage for future intersections between community and school-based settings (Bondy & Davis, 2000; Veblen,...