Abstract
The purpose of this research was to examine preservice teachers’ journal reflections that were associated with school-based teaching episodes in an instrumental music education methods course. The specific research questions associated with this study included (a) What topics do preservice teachers choose to discuss in their semi-weekly journals and (b) Which topics are discussed most frequently? Over the course of 6 weeks, seven preservice music teachers submitted 72 journal entries that were based on an open-ended, non-directional prompt. Through a content analysis design, journal entries were examined for meaningful statements and trends. Findings included four broad categories, which encompassed the internal, interpersonal, pedagogical, and environmental issues that preservice teachers addressed in their journals. Revelations about teaching, positive interactions with students, rehearsal techniques, and distracting climates were common references.
Recommended Citation
Kruse, Nathan B.
(2015)
"“I’m supposed to enjoy teaching, but I just dread this”:
Preservice teachers’ reflections on field experience teaching episodes,"
Visions of Research in Music Education: Vol. 26, Article 2.
Available at:
https://digitalcommons.lib.uconn.edu/vrme/vol26/iss1/2