Preparing String Teachers: A Content Analysis of String Education Course Syllabi

Amid music teacher shortages in over 30 states, there is a growing need for K–12 public school string teachers in the United States. Increasingly, teachers with primary performance backgrounds other than string instruments are filling these positions, underscoring a need to examine string teacher preparation coursework and experiences. The purpose of this study was to examine string-specific teacher preparation coursework and field experiences within traditional music teacher preparation programs. From a random sample of 100 National Association of Schools of Music (NASM)-accredited programs, 73 instructors of string technique courses were invited to submit their syllabi for content analysis. The response rate was 36.99%, with 27 instructors submitting a complete syllabus. Student learning outcomes and course activities were coded for instructional meeting times, alignment with the American String Teachers Association (ASTA) curriculum, practicum experiences, and goals tied to working with exceptional learners. Most student learning outcomes included body format, left-hand skills, right-hand skills, and music literacy. In addition, most programs provided opportunities for observations and practice teaching. However, only a few courses addressed strategies for teaching exceptional learners in string contexts. Implications for string teacher preparation are discussed.