Collaborations that promote growth: music student teachers as peer mentors

Tami J. Draves

Research output: Contribution to journalArticlepeer-review

8 Scopus citations


The purpose of this research was to explore the experiences of four music student teachers engaged in peer mentoring. This was an intrinsic case study with a focus on the peer-mentoring programme. Data included reflections on peer-mentoring activities and individual and focus group interviews. Five themes resulted from data analysis: expanding professional knowledge, support, contextual awareness, multiple mentors, and future colleagues. Participants experienced professional growth through sharing ideas with one another. The support received from their peers seemed especially valuable to the student teachers. They became aware of the saliency of context within their teaching situations and appreciated the opportunity to learn from multiple individuals as part of the experience. Participants had different expectations for peer mentoring with future colleagues. Music teacher educators may want to consider promoting collaborative peer relationships through their preparation programmes. Suggestions for further research on peer mentoring in music student teaching are provided.

Original languageEnglish (US)
Pages (from-to)327-338
Number of pages12
JournalMusic Education Research
Issue number3
StatePublished - Jul 3 2017


  • Student teaching
  • collaboration
  • peer mentoring
  • preservice teachers

ASJC Scopus subject areas

  • Education
  • Music


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