THERE TO LEAN ON: TEAM TEACHERS’ EXPERIENCES IN THE INSTRUMENTAL MUSIC CLASSROOM

Abstract

The purpose of this study was to examine the working relationships between instrumentalmusic team teachers through the lens of self-determination theory and how their individual philosophies impacted their working relationships. I focused on how instrumental music team teachers experienced the basic psychological needs of autonomy, competence, and relatedness as outlined in Self-Determination Theory (Deci & Ryan, 2011), and the alignment or misalignment of personal philosophies within team teaching pairs. Using a multiple instrumental case study design (Stake, 1995), I interviewed two different pairs of team teachers. I analyzed the data within each case before conducting a cross-case analysis. In the cross-case analysis, I identified three themes: co-leadership of the program, personal compatibility, and mentorship. I conclude with implications for team teachers, music teacher educators, and administrators along with recommendations for future research on the practice of team teaching in the music classroom.