"Way More in the Present Than the Past": Three New Music Teachers' Reflective Practice

• In Event: 67.049 - Preservice and Early Career Music Educators

Abstract

This study was designed to clarify “reflection” and “reflective practice” in music teacher preparation. We sought to distinguish reflection from evaluation/assessment by choosing “core reflection (CR)” (Korthagen, Kim, & Greene, 2012; Pellegrino, 2011; 2015)—a highly personal, interior reflective practice—to focus on with novice music educators. The purpose was to examine three preservice teachers’ perceptions and use of core reflection during student teaching, and their following first year of teaching. Findings included a contrast between CR and reflection used throughout undergraduate coursework, a dissonance between reflection and assessment in teacher evaluation, and uncertainty in some CR-specific usages. Beginning teachers are strongly influenced by, and will alter, perceptions of reflection based on views of professors, cooperating teachers, and district policy.

Authors

• Ann Marie Stanley, Louisiana State University

• Haley L Moore, Rochester City School District