Exploring Preservice Music Teachers’ Self-Reflections: A Comparison of Immediate and Video Reflections

Abstract

The purpose of this study was to compare preservice music teachers’ self-reflections about their teaching from two perspectives: immediate reflection and video reflection. Preservice music teachers’ reflections were analyzed, and 22 codes emerged. Our analysis of the preservice music teachers’ reflections found that the 22 codes aligned with self, task, and student impact concerns as outlined by Fuller and Bown (1975). Preservice music teacher reflections focused primarily on task concerns (1,137), followed by self-concerns (441) and student impact concerns (343). A significant difference was found between immediate and video reflections for self-concerns (W = −98 p = .02) but not for task or student impact concerns. Self-concerns about musical leadership, teacher talk, and teacher delivery were mostly noted following video reflections, while concerns of student engagement, student success, teaching strategies, student assessment, and feedback were referenced immediately following their lesson.

Keywords

music teacher preparation peer-teaching preservice teachers reflection teaching effectiveness

Get full access to this article

View all access options for this article.

References

Abramo

J. M.

Campbell

M. R.

(2016). Four notions on the qualities of cooperating music teachers. Arts Education Policy Review, 117(2), 117–129. https://doi.org/10.1080/10632913.2015.1051257

Austin

J. R.

(2021). Bravado, blind spots, and blunt force: Making the case for reflective researchers. Journal of Music Teacher Education, 31(1), 6–8. https://doi.org/10.1177/10570837211048368

Berg

M. H.

Miksza

(2010). An investigation of preservice music teacher development and concerns. Journal of Music Teacher Education, 20(1), 39–55. https://doi.org/10.1177/1057083710363237

Blackwell

J. A.

Roseth

N. E.

(2018). 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

Bond

V. L.

(2022). Using pedagogical documentation with preservice music teachers to establish a culture of inquiry. Journal of Music Teacher Education, 32(1), 9–24. https://doi.org/10.1177/10570837221093981

Buonviri

N. O.

Paney

A. S.

(2022). Effects of camera placement on undergraduates’ peer teaching reflection. Journal of Music Teacher Education, 31(3), 37–48. https://doi.org/10.1177/10570837211064918

Burnard

(2006). Rethinking the imperatives for reflective practices in arts education. In Burnard

Hennessy

(Eds.), Reflective practices in arts education (pp. 3–12). Springer. https://doi.org/10.1007/1-4020-4703-7_1

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

Conkling

S. W.

(2003). Uncovering preservice music teachers’ reflective thinking: Making sense of learning to teach. Bulletin of the Council for Research in Music Education, 155, 11–23. https://www.jstor.org/stable/40319420

10.

Conway

C. M.

(2020). Teaching music in higher education (2nd ed.). Oxford University Press. https://doi.org/10.1093/oso/9780190945305.003.0013

11.

Creswell

J. W.

Poth

C. N.

(2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Sage.

12.

Dewey

(1933). How we think: A restatement of the relation of reflective thinking to the educative process. D.C. Heath and Company.

13.

Dewey

Hinchey

P. H.

(2018). Moral principles in education and my pedagogic creed by John Dewey: With a critical introduction by Patricia H. Hinchey. Myers Education Press.

14.

Duke

(2014). Intelligent music teaching: Essays on the core principles of effective instruction. Learning and Behavior Resources.

15.

Fuller

F. F.

Bown

(1975). Becoming a teacher. In Ryan

(Ed.), Teacher education: Seventy-fourth yearbook of the national society for the study of education (pp. 25–52). University of Chicago Press.

16.

Fuller

F. F.

(1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6(2), 207–226. https://doi.org/10.2307/1161894

17.

Fuller

F. F.

Manning

B. A.

(1973). Self-confrontation reviewed: A conceptualization for video playback in teacher education. Review of Educational Research, 43(4), 469–528. https://doi.org/10.2307/1170077

18.

Harry

A. G.

Salvador

(2021). Fostering critical reflection and productive dialogue in music teacher education. Journal of Music Teacher Education, 31(1), 9–22. https://doi.org/10.1177/10570837211034136

19.

Killian

J. N.

Dye

K. G.

(2009). Effects of learner-centered activities in preparation of music educators: Finding the teacher within. Journal of Music Teacher Education, 19(1), 9–24. https://doi.org/10.1177/1057083709343904

20.

Killian

J. N.

Dye

K. G.

Wayman

J. B.

(2013). Music student teachers: Pre-student teaching concerns and post-student teaching perceptions over a 5-year period. Journal of Research in Music Education, 61, 63–79. https://doi.org/10.1177%2F0022429412474314

21.

Land

C. L.

(2018). Examples of c/critical coaching: An analysis of conversation between cooperating and preservice teachers. Journal of Teacher Education, 69(5), 493–507. https://doi.org/10.1177/0022487118761347

22.

Miksza

Berg

M. H.

(2013). A longitudinal study of preservice music teacher development: Application and advancement of the Fuller and Bown teacher-concerns model. Journal of Research in Music Education, 61, 44–62. https://doi.org/10.1177/0022429412473606

23.

Nápoles

(2008). Relationships among instructor, peer, and self-evaluations of undergraduate music education majors’ micro-teaching experiences. Journal of Research in Music Education, 56(1), 82–91. https://doi.org/10.1177/0022429408323071

24.

Nápoles

MacLeod

R. B.

(2016). Influences of teacher delivery, student engagement, and observation focus on preservice teachers’ perceptions of teaching effectiveness. Journal of Music Teacher Education, 25(3), 53–64. https://doi.org/10.1177/1057083715580436

25.

Nápoles

Vázquez-Ramos

A. M.

(2013). Perceptions of time spent in teacher talk: A comparison among self-estimates, peer estimates, and actual time. Journal of Research in Music Education, 60, 452–461. https://doi-org/10.1177/0022429412463246

26.

Parker

E. C.

Powell

S. R.

(2014). A phenomenological study of music education majors’ identity development in methods courses outside their areas of focus. Bulletin of the Council for Research in Music Education, 201, 23–41. https://doi.org/10.5406/bulcouresmusedu.201.0023

27.

Powell

S. R.

(2011). Examining preservice music teachers’ perceptions of initial peer- and field- teaching experiences. Journal of Music Teacher Education, 21(1), 11–26. https://doi.org/10.1177/1057083710386751

28.

Powell

S. R.

(2016). The influence of video reflection on preservice music teachers’ concerns in peer- and field-teaching settings. Journal of Research in Music Education, 63(4), 487–507. https://doi.org/10.1177/0022429415620619

29.

Rosaen

C. L.

Lundeberg

Cooper

Fritzen

Terpstra

(2008). Noticing noticing: How does investigation of video records change how teachers reflect on their experiences? Journal of Teacher Education, 59(4), 347–360. https://doi.org/10.1177/0022487108322128

30.

Saldaña

(2021). The coding manual for qualitative researchers (4th ed.). Sage.

31.

Schmidt

(2010). Learning from teaching experience: Dewey’s theory and preservice teachers’ learning. Journal of Research in Music Education, 58(2), 131–146. https://doi.org/10.1177/0022429410368723

32.

Springer

D. G.

Yinger

O. S.

(2019). Linguistic indicators of reflective practice among music education majors. Journal of Music Teacher Education, 28(2), 56–69. https://doi.org/10.1177/1057083718786739