Sage Journals: Discover world-class research

Abstract

Feedback is an important component of learning, and is an essential skill to develop in teacher education. However, research on feedback in music teaching and learning has not yet explored the process of learning to give feedback in music teaching settings. Therefore, the purpose of this study was to explore the experiences of preservice music teachers learning to give feedback in instrumental music contexts. Participants (N = 11) were enrolled in a woodwind methods course designed for K-12 group music teaching settings in the United States, in which they learned techniques for teaching and performing woodwind instruments, and extensive class time was used to develop skills in providing feedback on performance. Using interviews, researcher journals, student reflections, and observations of feedback activities, this research explored how students make sense of their experiences in learning to give and receive appropriate educational feedback. Findings included enriched understanding of feedback, the importance of rapport in the feedback process, the importance of expertise and issues of trust, and changes in preservice teacher’s perceptions of effective feedback over time. We suggest that deliberate, scaffolded, and prolonged development of feedback skills helps preservice teachers to develop confidence and competency in the art of feedback.

Keywords

Feedback music education preservice teachers qualitative research rapport scaffolding visible learning woodwind methods

Get full access to this article

View all access options for this article.

References

Abeles

H. F.

(2010). Assessing music learning. In Abeles

H. F.

Custodero

L. A.

(Eds.), Critical issues in music education: Contemporary theory and practice (pp. 167–193). Oxford University Press.

Bell

(2021). The fundamentals of teaching: A five-step model to put the research evidence into practice. Routledge.

Bergee

M. J.

Cecconi-Roberts

(2002). Effects of small-group peer interaction on self-evaluation of music performance. Journal of Research in Music Education, 50(3), 256–268. https://doi.org/10.2307/3345802

Blackwell

Roseth

(2018). The use of Problem-Based Learning in a woodwind methods course: An action research study. Journal of Music Teacher Education, 28(1), 55–69. https://doi.org/10.1177/1057083718769262

Blackwell

Matherne

McPherson

(2022). A PRISMA review of research on feedback in music education and music psychology. Psychology of Music. https://doi.org/10.1177/03057356221109328

Boucher

Creech

Dubé

(2021). Video feedback and the self-evaluation of college-level guitarists during individual practice. Psychology of Music, 49(2), 159–176. https://doi.org/10.1177/0305735619842374

Boud

Molloy

(2013). Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698–712. https://doi.org/10.1080/02602938.2012.691462

Carless

(2022). From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes. Active Learning in Higher Education, 23(2), 143–153. https://doi.org/10.1177/1469787420945845

Carless

Boud

(2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354

10.

Carless

Salter

Yang

Lam

(2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395–407. https://doi.org/10.1080/03075071003642449

11.

Carless

Winstone

(2023). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education, 28, 150–163. https://doi.org/10.1080/13562517.2020.1782372

12.

Chaffin

Manfredo

(2010). Perceptions of preservice teachers regarding feedback and guided reflection in an instrumental early field experience. Journal of Music Teacher Education, 19(2), 57–72. https://doi.org/10.1177/1057083709354161

13.

Collie

R. J.

Martin

A. J.

(2017). Teachers’ sense of adaptability: Examining links with perceived autonomy support, teachers’ psychological functioning, and students’ numeracy achievement. Learning and Individual Differences, 55, 29–39. https://doi.org/10.1016/j.lindif.2017.03.003

14.

Conway

P. F.

Clark

C. M.

(2003). The journey inward and outward: A re-examination of Fuller’s concerns-based model of teacher development. Teaching and Teacher Education, 19, 465–482.

15.

Denzin

N. K.

(2006). Sociological methods: A sourcebook. Transaction Publishers.

16.

Dorow

L. G.

(1977). The effect of teacher approval/disapproval ratios on student music selection and concert attentiveness. Journal of Research in Music Education, 25(1), 32–40. https://doi.org/10.2307/3344843

17.

Duke

R. A.

(1986). Giving approval for appropriate behavior. Contributions to Music Education, 13, 23–30. http://www.jstor.org/stable/24127354

18.

Duke

R. A.

(2005). Intelligent music teaching: Essays on the core principals of effective instruction. Learning and Behavior Resources.

19.

Frisby

B. N.

Martin

M. M.

(2010). Instructor–student and student–student rapport in the classroom. Communication Education, 59(2), 146–164. https://doi.org/10.1080/03634520903564362

20.

Granziera

Collie

R. J.

Martin

A. J.

(2019). Adaptability: An important capacity to cultivate among pre-service teachers in teacher education programmes. Psychology Teaching Review, 25(1), 60–66.

21.

Hamond

Himonides

Welch

(2020). The nature of feedback in higher education studio-based piano learning and teaching with the use of digital technology. Journal of Music Technology and Education, 13(1), 33–56. https://doi.org/10.1386/jmte_00015_1

22.

Hattie

(2011). Visible learning for teachers: Maximizing impact on learning. Routledge.

23.

Hattie

Clarke

(2018). Visible learning: Feedback. Routledge. https://doi.org/10.4324/9780429485480

24.

Hattie

Timperley

(2007). The power of feedback. Review of Educational Research, 77, 81–112. https://doi.org/10.3102/003465430298487

25.

Henley

A. J.

DiGennaro Reed

F. D.

(2015). Should you order the feedback sandwich? Efficacy of feedback sequence and timing. Journal of Organizational Behavior Management, 35(3–4), 321–335. https://doi.org/10.1080/01608061.2015.1093057

26.

Hill

S. C.

(2019). “Give me actual music stuff!”: The nature of feedback in a collegiate songwriting class. Research Studies in Music Education, 41(2), 135–153.

27.

Leary

M. A.

Terry

M. L.

(2012). Interpersonal aspects of receiving evaluative feedback. In Sutton

R. M.

Hornsey

M. J.

Douglas

K. M.

(Eds.), Feedback: The communication of praise, criticism, and advice (pp. 15–28). Peter Lang.

28.

Legette

R. M.

Royo

(2021). Pre-service music teacher perceptions of peer feedback. Research Studies in Music Education, 43(1), 22–38. https://doi.org/10.1177/1321103x19862298

29.

McPherson

Blackwell

Hattie

(2022). Feedback in music performance teaching. Frontiers in Psychology: Performance Science, 13, 891025. https://doi.org/10.3389/fpsyg.2022.891025

30.

Miles

M. B.

Huberman

A. M.

Saldana

(2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE.

31.

Parkes

Abercrombie

McCarty

(2013). Feedback sandwiches affect perceptions but not performance. Advances in Health Sciences Education, 18, 397–407. https://doi.org/10.1007/s10459-012-9377-9

32.

Parkes

K. A.

(2018). Instructional feedback in music. In Lipnevich

A. A.

Smith

J. K.

(Eds.), The Cambridge handbook of instructional feedback (pp. 219–239). Cambridge University Press.

33.

Saldana

(2013). The coding manual for qualitative researchers (2nd ed.). SAGE Publications.

34.

Silverman

M. J.

(2009). The effect of positive peer reinforcement on psychological measures and guitar songleading performance in university students. Update Applications of Research in Music Education, 28(1), 3–8. https://doi.org/10.1177/8755123309344107

35.

Stake

R. E.

(1995). The art of case study research. SAGE Publications.

36.

Teachout

D. J.

(1997). Preservice and experienced teachers’ opinions of skills and behaviors important to successful music teaching. Journal of Research in Music Education, 45(1), 41–50. https://doi.org/10.2307/3345464

37.

Winstone

N. E.

Hepper

E. G.

Nash

R. A.

(2021). Individual differences in self-reported use of assessment feedback: The mediating role of feedback beliefs. Educational Psychologist, 41(7), 844–862. https://doi.org/10.1080/01443410.2019.1693510

38.

Wisniewski

Zierer

Hattie

(2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, 3087. https://doi.org/10.3389/fpsyg.2019.03087

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.32 MB

Developing feedback skills in preservice music teachers

Abstract

Keywords

Get full access to this article

References

Supplementary Material