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Education: Mentoring and Community through Research

Qualitative Research Program in the Department of Lifelong Education, Administration, and Policy at the University of Georgia

Roy Legette

University of Georgia

Monica DeLoach

Gaines Elementary School in Athens, Georgia

Celeste Buckhalter-Pittman

University of Southern Mississippi

Lynne Cory

Clemson University, South Carolina, in the Department of Parks

Robin S. Grenier

University of Georgia

This paper reports findings from a year-long self-study of the development of a music teacher-research group. Analysis of transcripts of audio-recorded talk from group meetings, and individual interviews with group members demonstrates that in spite of obstacles encountered in the process of conducting collaborative work, university educators and elementary music teachers involved described outcomes of the group's work as mutually beneficial. We propose that a teacher-research group involving university educators and K-12 teachers in music education is one form of "professional learning community" (Feiman-Nemser, 2001) that may be used to mentor early career music teachers. More than a "support" group, a teacher-research group designed to develop members' understanding of and abilities to conduct action research will foster professional skills in asking critical questions of classroom practice and seeking evidence-based answers. For teacher-research groups to contribute to the professional development of music teachers, however, we suggest that they be developed over a substantial period of time, and use a structured framework with specific goals for group members. Ideally, to be sustained and developed over time, such groups would be funded.

Research Studies in Music Education, Vol. 25, No. 1, 1-22 (2005)
DOI: 10.1177/1321103X050250010501


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