TY - JOUR
T1 - Preservice music teachers in Korea and their collaborative reflection with peers
AU - Shin, Jihae
N1 - Publisher Copyright:
© The Author(s) 2021.
PY - 2021
Y1 - 2021
N2 - Recently, many researchers and scholars have focused on reflective teaching to support good practices in teaching. For effective reflection, it is necessary to encourage teachers’ reflection by promoting collaboration during which they can discuss various teaching issues and problems while supporting each other. The purpose of this study was to investigate Korean preservice music teachers’ experience in collaborative reflection sessions. I used data collected through observations, the participants’ reflective journals, and individual interviews. The results showed that as the participants gained experience while observing and teaching music classes, the contents of their reflections on technical and practical matters became more varied. Additionally, the participants’ reflective thinking, applied critically, tended to focus on the social context of the music classroom. In addition, participants predominantly showed technical level of reflective thinking rather than practical and critical levels. Finally, the results revealed that the collaborative approach enabled prospective music teachers to broaden the scope of their reflective thinking, and a sense of emotional safety in the collaborative group allowed them to honestly confront their own teaching worries and problems.
AB - Recently, many researchers and scholars have focused on reflective teaching to support good practices in teaching. For effective reflection, it is necessary to encourage teachers’ reflection by promoting collaboration during which they can discuss various teaching issues and problems while supporting each other. The purpose of this study was to investigate Korean preservice music teachers’ experience in collaborative reflection sessions. I used data collected through observations, the participants’ reflective journals, and individual interviews. The results showed that as the participants gained experience while observing and teaching music classes, the contents of their reflections on technical and practical matters became more varied. Additionally, the participants’ reflective thinking, applied critically, tended to focus on the social context of the music classroom. In addition, participants predominantly showed technical level of reflective thinking rather than practical and critical levels. Finally, the results revealed that the collaborative approach enabled prospective music teachers to broaden the scope of their reflective thinking, and a sense of emotional safety in the collaborative group allowed them to honestly confront their own teaching worries and problems.
KW - Collaborative reflection
KW - music teacher education
KW - peer collaboration
KW - preservice music teacher
KW - reflective thinking
UR - http://www.scopus.com/inward/record.url?scp=85098871985&partnerID=8YFLogxK
U2 - 10.1177/0255761420986237
DO - 10.1177/0255761420986237
M3 - Article
AN - SCOPUS:85098871985
SN - 0255-7614
JO - International Journal of Music Education
JF - International Journal of Music Education
ER -