Exploring Preservice Teachers' Anticipatory Reflection Through Socially Inclusive Music Education: Evidence of Transformation?

• In Event: Linking Reflective Practice to Transformative Action for Social Justice and Equity

Abstract

This study explores understandings of social inclusion through music education and social justice in music education more generally as expressed in preservice teachers’ reflective eportfolios. Following an analysis of 26 students’ reflections, three key themes were identified from coursework as having had the most significant impact on the students from a social inclusion perspective. Expressed as anticipatory reflection (Conway, 2001), further analysis reveals a typology of transformative learning from little action to more critically focused. Findings are relevant for those seeking to foster transformative educative experiences.

Author

• Regina M. Murphy, DCU Institute of Education