Preservice Music Educators' Perceptions of In-Person and Asynchronous Online Fieldwork Experiences

• In Event: Issues in Music Teacher Education

Abstract

The purpose of this instrumental case study was to examine preservice music educators’ perceptions of a semester-long fieldwork experience delivered first in-person, and then asynchronously online. Using the Community of Inquiry framework developed by Garrison et al. (2000), which provides a method for exploring indicators of teaching, social, and cognitive presence in online learning experiences, the researcher analyzed the preservice music educators’ perceptions of their teaching presence in each fieldwork experience. The perceived benefits of both fieldwork experiences included developing certain instructional management skills—such as preparation and structuring course content, and direct instruction skills—such as vocal inflection and sequencing. However, the online fieldwork experience limited their ability to build consensus, practice reactive teaching, and develop a student-centered approach.

Author

• Emily Mercado, University of Utah