Transitions between Art and Pedagogy. Mentoring Music Teacher Novices in Austria.

Abstract

Teacher education in Austria is currently undergoing a fundamental reform process. Investigations into teachersΓÇÿ first experiences in school indicate that the transition between teachersΓÇÖ university and professional lives are not smooth. In the arts the setting seems to be even more complex (De Vugt, 2013). Artistically well trained university graduates seem to have difficulty in applying their knowledge and artistic skills. Career crashes and a lack of music teachers in Austria are some of the consequences (Bailer, 2009). Recently I undertook the Grounded Theory Study mentoring in music investigating how mentors act within the induction phase as well as how mentees cope with it. Narrative interviews beyond mentors and mentees, expert interviews as well as group discussions with mentor teams show that mentoring in music education mainly has to find ways to support trainee teachersΓÇÖ transition between art and pedagogy since they are two fundamentally different practices (Benner, 2001). In the article I will present and discuss two main results of the study: firstly I will show the multilayered status passage (Glaser & Strauss, 1971) that music teacher novices move through from their identity as music students to their identity as music teachers in schools. Secondly I will suggest and discuss four types of music teacher novices who cope with this status passage in music education differently and how they can be supported by mentors.