Supports for and constraints on comprehensive musicianship through performance-based student teaching

While Comprehensive Musicianship through Performance (CMP) approaches are often discussed in preservice music education classes, their impact on student teaching remains unclear. The purpose of this study was to describe eight student teachers' perceptions of the feasibility of implementing CMP in the instrumental ensemble setting. Two questions guided this multiple case study: (a) What aspects of the student teaching experience or context enabled student teacher implementation of CMP-based activities? and (b) What aspects of the student teaching experience constrained student teacher implementation of CMP-based activities? Cooperating teacher modeling of CMP-based teaching and mentoring style, methods course CMP-based activities, and student teacher disposition were factors that enabled some student teachers to implement CMP-based activities. Limited rehearsal time exacerbated by student skill level and performance expectations, multidimensional self concerns coupled with a focus on specific task concerns, cooperating teacher mentoring style, lack of modeling, and conflicting definitions of comprehensive musicianship constrained participants' use of CMP-based practices. Implications for research and music teacher education are discussed.