Review of Research (Standard 5, Goal 1)
| final_paper_teachers_as_teacher_educators.doc |
Artifact Commentary
As stated honestly in my synthesis paper, educational research is not my forte, nor my first desire. However, I do understand it’s importance and driving force in innovation today.
This artifact was created in TE 872 and was inspired by some student teachers that I have had in the past. The review is brief synopsis of research on the decision to enter the music education field and the decision to leave it. I was intrigued by topic after having a student teacher who, admittedly, was not sure that they were in the right field, and their teaching abilities showed it. I wondered why they had chosen the field and eventually got up the courage to ask. They replied that they had tried other fields and they didn’t work out. They always liked music, so they thought they would give education a try.
The research allowed me to put myself back in the mentality of an undergraduate music education major and I found that a lot of feedback given to researchers were feelings that I had experienced in my five years at MSU.
As far as practical use, I feel that this artifact serves as a strong example of critical inquiry and will allow me to be a better mentor teacher. Must of TE 872 focused on what successful mentoring looks like and I found that much of what I was doing was statistically shown not to help. Consequently, I have adapted my methods when mentoring and have found small amounts of improvement in intern attitudes and outlooks as the venture out into the “real world”.
With the importance on “research driving instruction”, I understand this artifact’s needed inclusion in my portfolio and acknowledge the fact that this will probably not be my last venture into educational research.
This artifact was created in TE 872 and was inspired by some student teachers that I have had in the past. The review is brief synopsis of research on the decision to enter the music education field and the decision to leave it. I was intrigued by topic after having a student teacher who, admittedly, was not sure that they were in the right field, and their teaching abilities showed it. I wondered why they had chosen the field and eventually got up the courage to ask. They replied that they had tried other fields and they didn’t work out. They always liked music, so they thought they would give education a try.
The research allowed me to put myself back in the mentality of an undergraduate music education major and I found that a lot of feedback given to researchers were feelings that I had experienced in my five years at MSU.
As far as practical use, I feel that this artifact serves as a strong example of critical inquiry and will allow me to be a better mentor teacher. Must of TE 872 focused on what successful mentoring looks like and I found that much of what I was doing was statistically shown not to help. Consequently, I have adapted my methods when mentoring and have found small amounts of improvement in intern attitudes and outlooks as the venture out into the “real world”.
With the importance on “research driving instruction”, I understand this artifact’s needed inclusion in my portfolio and acknowledge the fact that this will probably not be my last venture into educational research.
