Preservice Music Teachers’ Experiences in an Online Teaching Internship: A Qualitative Case Study

Abstract

The study investigated the online music teaching internship process from the perspectives of preservice music teachers (PMTs) and their mentors. A descriptive case study design based on semi-structured interviews, weekly journals, and lesson plans was used to collect data from PMTs and their mentors. Findings highlighted that PMTs learned to bridge theory and practice, navigate technological challenges, and maintain student engagement while teaching music online. They experienced a shift from task-oriented to student-oriented perspectives, learning how to apply learner-centred methods, resulting in personal growth (confidence, creativity, and innovation) and enhanced teaching proficiency (time and class management). During virtual mentoring, PMTs had mixed experiences, which led to occasional miscommunication with their mentors, prompting the need to have constant discussions. The mentors emphasised that their primary role was to provide emotional support, feedback, and revisions while encouraging PMTs to independently engage with the course content and materials through self-directed research. They thought that the internship experience enabled PMTs to take more risks and be creative and innovative. This process strengthened their sense of identity and enhanced their awareness of the music teacher’s role through improved self-reflection and self-evaluation.