The purpose of this action research study was to transform the classroom culture from one of observation viewed as obligation to observation viewed as a powerful learning tool. At two universities, preservice music teachers collaborated to create teaching observation instruments. Through class discussions, investigation, and creation of teaching observation formats, rating scales, and categories for evaluation, including musical teaching skills, an environment was created in which the preservice teachers became an integral part of the observation process. Analysis of instructor journals, class assignments, and interviews with supervising teachers and preservice teachers showed that students at both sites expressed increased enthusiasm and commitment to the observation process and greater insight into evaluating teaching. Findings from this study indicate that involving preservice music teachers in a collaborative environment can increase their appreciation for the observation process.
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