Preservice Music Teachers’ Perceptions of Teaching Contexts

Abstract

The purpose of this study was to explore preservice music teachers’ (PSMTs) perceptions of teaching contexts. Specifically, I examined the experiences and beliefs PSMTs ( n = 91) had related to rural, urban, and suburban settings for student teaching and future employment. Findings revealed that most PSMTs preferred teaching contexts that were similar to those of the P–12 schools they attended which were predominantly suburban. There were, however, stereotypes and misconceptions about teaching contexts that likely influenced participant responses. Despite preferences, most PSMTs indicated they were open to student teaching and employment in any context and believed they could be successful teachers in any context. A concerning finding that emerged included fears of specific contexts related to issues of race/ethnicity, sexual/attractional orientation, and gender. Implications for the profession include more diverse course content and field experiences beyond what is most familiar to PSMTs in addition to challenging biases.