An investigation of secondary choral music student teachers' perceptions of instructional successes and problems as they reflect on their music teaching.

Abstract

The purpose of this study was to investigate six representative choral music student teachers' perceptions of successes and problems during instruction when encouraged to reflect on their teaching through guided questioning. A primary goal of the study was to describe and analyze the content of reflection on instruction and how it influenced instructional judgments, decisions, and actions, thus considering the role of student teacher thinking, perceptions, and reflection on the process of learning to teach. This study was based on interpretive fieldwork research methods conjoined with a constructivist perspective. Data sources included extended interviews, weekly reflection sessions, observation of instruction, and documents. Interviews and weekly reflection sessions were audio taped and transcribed. Data collected provided insight into choral music student teachers' perceptions, interactive thoughts, reflections, and related experiential learning. Data collection and analysis occurred throughout the study, involved constant comparison, and allowed for emergent patterns. Data analysis provided for descriptive and interpretive accounts which took the forms of case-study portraits and cross-case analysis and reporting. Reflection was particularly important to this study as a means by which the student teachers (a) revealed their perceptions and interactive thoughts, and (b) connected personal practical knowledge with theoretical knowledge, thereby constructing meaning from experience. In considering the student teachers' perceptions, interactive thoughts, reflections, and observed practice, teacher images of two general kinds emerged. Guiding images were disclosed which influenced and structured daily classroom interaction with students even as these images were being developed and revised through practice. These images included visual, aural, and affective components and included a focus on self. Overarching images of music education were found to be part of the experience for three of the student teachers. Overarching images incorporated more local guiding images while providing a long-range focus and continuity to the student teaching experience. Conclusions and recommendations for music teacher education and further research were drawn related to five general areas that appeared to influence and interact with the student teachers interactive thoughts, reflections, practice, and what they learned from experience. These were: (a) Beliefs About Teaching and Learning, (b) Orientation to Subject Matter, (c) Perspectives Regarding Curriculum and Planning, (d) Reflection, and (e) Images, Models, and Metaphors.