The purpose of this study was to explore how a preservice music teacher constructed his own learning in a graduate-level independent study course with a music education faculty member as the facilitator. In this course, the student wanted to learn how to play the trumpet and improve his knowledge of jazz improvisation and style. Questions guiding this study included: How did the preservice music teacher direct his learning and construct knowledge in this course? How did the music education faculty member serve as a facilitator during this process? Data collection included journals, reflective sessions, and video recordings of classes. Data analysis involved coding with prompts from constructivist theory to assist with portraying the sequencing of teaching and learning during the semester. Findings suggest that allowing the preservice music teacher to construct his learning helped him reflect on what he had learned and plan for future teaching experiences. Recommendations include incorporating student input into coursework planning, and implementation for preservice music teachers provides opportunities for more in-depth learning of subject material. Integrating different musical styles into all coursework also helps prepare preservice music teachers for teaching a wide variety of musical styles.
Goodrich, Andrew and Icenogle, Ben Boston University
"Blurred Lines: Reconsidering the Roles of Teacher and Student in the
Visions of Research in Music Education: Vol. 34, Article 5.
Available at: https://opencommons.uconn.edu/vrme/vol34/iss1/5