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Preservice Music Educators' Perceptions of Online Synchronous Fieldwork: A Case Study
Mon, April 25, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), San Diego Convention Center, Exhibit Hall BAbstract
The purpose of this instrumental case study was to examine preservice music educators’ (PMEs’) perceptions of an online synchronous fieldwork experience that involved teaching individual voice lessons to their peers, one elementary student, one middle school student, and two high school students. The researcher used Garrison et al.’s (2000) Community of Inquiry (CoI) theoretical framework to analyze how the PMEs described their cognitive presence, social presence, and teaching presence during the synchronous fieldwork experience. The PMEs experienced varying degrees of each presence throughout the synchronous fieldwork experience, and the researcher organized the data into following themes based on their stated goals: (a) Alva, pacing; (b) Sammie, student-centered instruction; (c) Emerson, feedback; and (d) Landry, vocal health.