An Investigation of Preservice Music Teachers' Experience on Microteaching: Focused on Feedback and Peer Collaboration

Research output: Contribution to journalArticlepeer-review

Abstract

The purpose of this study was to investigate preservice music teachers' experience on microteaching, especially the process of feedback and peer collaboration. Twenty preservice music teachers participated in this study, and reflective journal, interview, and class recording were used as research methods. The results showed that through feedback process, participants could have an opportunity to improve teaching skills and gain confidence in teaching as well as to view their teaching process objectively. However, overcritical feedback hindered them to try new teaching ideas. Second, while observing peers' classes, participants could realize the importance of teachers' attitude and learn various teaching ideas from others. Third, teacher collaboration in microteaching enabled participants to broaden their perspectives on music teaching. However, immature behaviors in collaboration resulted in conflicts and dissonance among participants.

Original languageEnglish
Pages (from-to)125-144
Number of pages20
JournalKorean Journal of Research in Music Education
Volume48
Issue number1
DOIs
StatePublished - 2019

Keywords

  • microteaching
  • music teacher
  • teacher collaboration
  • teacher education
  • teacher professional development

Fingerprint

Dive into the research topics of 'An Investigation of Preservice Music Teachers' Experience on Microteaching: Focused on Feedback and Peer Collaboration'. Together they form a unique fingerprint.

Cite this