Reports the needs of new music teachers as they face the classroom challenges of their first year of teaching. Conducts a study, interviewing twenty music teachers during the last month of their first year of public school teaching, in an attempt to determine significant teaching assistance. Concludes that isolation during the first year of teaching is a common problem for new music teachers and that beginning teachers who had strong mentor relationships did not experience isolation but rather found opportunities for continued professional growth. Adds that the study suggests that collaboration between new and experienced music teachers should be extended into the initial year of professional teaching. Includes notes.
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