The purpose of this study was to investigate the relationships between proportions of time spent on particular pedagogical behaviors and preservice teachers’ perceptions of their own teaching, as measured by reflective self-evaluations. Preservice teachers (N = 9) taught and video recorded small-group instrumental music lessons and completed a reflective self-evaluation form while watching the video.The video footage was coded for time spent on physical space setup, talk, modeling, and student performance. Correlation statistics indicated relationships between several components of the reflection form and time spent on various activities during the lesson. Possible reasons for these correlations are examined, and suggestions are provided for modification of the undergraduate methods curricula based on the findings.
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