Thus it is not surprising that teachers lack conceptual and connected knowledge of the subjects they teach. The survey courses that dominate these programs provide limited opportunities to develop deep understanding and critical perspectives or to experience firsthand the modes of inquiry associated with different fields. Undergraduate education is currently under siege. Many critics have called for universities to reform how they prepare teachers for the profession (Ballantyne, 2007 Ballantyne et al., 2009 Ballantyne and Packer, 2004 Conway et. In fact, part of what can make the music teaching profession especially rewarding is that good teachers are invested in the ongoing improvement of their teaching skills. Just as developing skill as a musician takes time and practice, developing skill as a music teacher requires a similar kind of time, effort, practice, and patience. Teaching music is similar to performing music. ![]() They asserted that doing so takes practice (p. Wilson, Bell, Galosy, & Shouse (2004) discussed that all professions face the challenge of putting ideas into practice. Praxis shock is described as the challenge new teachers face in coping with classroom realities for which their preservice training has not adequately prepared them (Goddard & Foster, 2001). ![]() Specifically, the authors offer pragmatic suggestions to novice music teachers, particularly on the benefits of various types of mentoring that may aid in this transition. The purpose of this article is to give insight into making the difficult transition from music student to music teacher a smoother and more effective process. Nothing can completely prepare new teachers for the wide variety of realities they will face. The shock that teachers experience as they enter the profession is well documented across all disciplines.
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