Music education method courses include pedagogical content essential for successful classroom instruction. Preservice music educators, however, have expressed concerns with their method course experiences. Researchers have found that modeling, peer teaching experiences, various forms of feedback, and video recordings can help improve undergraduates’ teaching skills development. This research-to-resource article provides example applications and recommendations for enhancing preservice music educators’ method course experiences.
AustinJ. R. (2006). The teaching of secondary instruments: A survey of instrumental music teacher educators. Journal of Music Teacher Education, 16(1), 55–64. https://doi.org/10.1177/10570837060160010107
2.
BallantyneJ.PackerJ. (2004). Effectiveness of preservice music teacher education programs: Perceptions of early-career music teachers. Music Education Research, 6(3), 299–312. https://doi.org/10.1080/1461380042000281749
3.
ButlerA. (2001). Preservice music teachers’ conceptions of teaching effectiveness, microteaching experiences, and teaching performance. Journal of Research in Music Education, 49(3), 258–272. https://doi.org/10.2307/3345711
4.
ConwayC. (2002). Perceptions of beginning teachers, their mentors, and administrators regarding preservice music teacher preparation. Journal of Research in Music Education, 50(1), 20–36. https://doi.org/10.2307/3345690
5.
DickeyM. R. (1991). A comparison of verbal instruction and nonverbal teacher-student modeling in instrumental ensembles. Journal of Research in Music Education, 39(2), 132–142. https://doi.org/10.2307/3344693
6.
DickeyM. R. (1992). A review of research on modeling in music teaching and learning. Bulletin of the Council for Research in Music Education, 113, 27–40. https://www.jstor.org/stable/40318509
7.
GreyA. N. (2020). Rote instruction in secondary instrumental music classrooms: A review of the literature. Update: Applications of Research in Music Education, 39(1), 59–69. https://www.doi.org/10.1177/8755123320909149
8.
HewittM.KonerK. (2013). A comparison of instrumental music methods course content at NASM-accredited institutions. Bulletin of the Council for Research in Music Education, 197, 45–61. https://www.jstor.org/stable/10.5406/bulcouresmusedu.197.0045
9.
JohnstonB. J. (1993). The use of video self-assessment, peer-assessment, and instructor feedback in evaluating conducting skills is music student teachers. British Journal of Music Education, 10(1), 57–63. https://doi.org/10.1017/S0265051700001431
10.
MadsenC. K.StandleyJ. M.ByoJ. L.CassidyJ. W. (1992). Assessment of effective teaching by instrumental music student teachers and experts. Update: Applications of Research in Music Education, 10(2), 20–24. https://doi.org/10.1177/875512339201000206
11.
MooreR. (1976). The effects of videotaped feedback and self-evaluation forms on teaching skills, musicianship and creativity of prospective elementary teachers. Bulletin of the Council for Research in Music Education, 47, 1–7. http://www.jstor.org/stable/40317406
12.
NápolesN. (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://www.doi.org/10.1177/0022429408323071
13.
NápolesN.BowersJ. (2010). Differential effects of instructor feedback vs. self-observation analysis on music education majors’ increase of specific reinforcement in choral rehearsals. Bulletin of the Council for Research in Music Education, 183, 39–48. https://www.jstor.org/stable/27861471
14.
RoeslerR. A. (2017). Independence pending: Teacher behaviors preceding learner problem solving. Journal of Research in Music Education, 64(4), 454–473. https://doi.org/10.1177/0022429416672858
15.
SchmidtM. (2012). Transition from student to teacher: Preservice teachers’ beliefs and practices. Journal of Music Teacher Education, 23(1), 27–49. https://doi.org/10.1177/1057083712469111
16.
ValloV.Jr. (1990). Conducting and music education: A review of selected research. Update: Applications of Research in Music Education, 9(1), 13–16. https://doi.org/10.1177/875512339000900104
17.
WagonerC. L.JuchniewiczJ. (2017). An examination of secondary wind instrument methods courses. Journal of Music Teacher Education, 26(3), 51–64. https://doi.org/10.1177/1057083716665883
18.
WarnetV. (2020). Verbal behaviors of instrumental music teachers in secondary classrooms: A review of literature. Update: Applications of Research in Music Education, 39(1), 8–16. https://doi.org/10.1177/8755123320924827
19.
WorthyM. D. (2005). The effects of self-evaluation on the timing of teacher and student behaviors in lab rehearsals. Journal of Music Teacher Education, 15(1), 8–14. https://doi.org/10.1177/10570837050150010103
20.
YarbroughC. (1987). The relationship of behavioral self-assessment to the achievement of basic conducting skills. Journal of Research in Music Education, 35(3), 183–189. https://doi.org/10.2307/3344960
21.
YarbroughC.WapnickJ.KellyR. (1979). Effect of videotape feedback techniques on performance, verbalization, and attitude of beginning conductors. Journal of Research in Music Education, 27(2), 103–112. https://doi.org/10.2307/3344896
