Perceptions of an Instrumental Music Teacher Regarding Mentoring, Induction, and the First Year of Teaching

The purpose of this narrative case study was to examine the perceptions of one first-year instrumental music teacher (Tavia) regarding mentoring, induction, and the first year of teaching. This report represents a collaboration between teacher and researcher (Colleen) in an effort to understand mentoring, induction, and teaching in the first year as experienced in this specific setting. Data included: Tavia's handwritten journal, email communication between Tavia and her mentor, two observations of Tavia by Colleen, two interviews with Tavia, an interview with Tavia's principal, an interview with Tavia's mentor, Tavia's responses on an End of the First Year Questionnaire, and the audiotape from a meeting between Colleen and Tavia after Tavia's second year of teaching. Findings suggest that the beginning teacher mentor and induction support system was helpful and that music content support was important for Tavia. Discussion includes possible transferability of these findings to other beginning music teaching settings and recommendations for teaching practice and research. (Contains 33 references.) (Author/SM)