Teachers reflect on their effectiveness in the classroom in both formal and informal manners. The purpose of this case study was to examine the reflective processes of one pre-service music teacher across two consecutive teaching placements. The pre-service teacher served eight weeks in an elementary music setting, followed by eight weeks in a comprehensive instrumental music program. Through written, guided reflections, classroom observations, and interviews, six themes emerged as areas of continual focus for the novice teacher: (a) preparation and lesson/rehearsal planning, (b) student achievement, (c) experience as an important factor in student teaching success, (d) classroom management, (e) extra-musical concerns, and (f) multiple forms of reflective practice. Written, guided reflections were found to be the most helpful form of reflective practice for the student teacher.
Baumgartner, Christopher M.
"An Examination of a Pre-Service Music Teacher’s Reflection
Across Consecutive Teaching Placements,"
Visions of Research in Music Education: Vol. 18, Article 3.
Available at: https://opencommons.uconn.edu/vrme/vol18/iss1/3