Examining student experiences of choice in reflective practice through the lens of self-efficacy
Date
2023
Authors
Falls, Kristen Breann, author
Johnson, Erik, advisor
Bacon, Joel, committee member
Decker, Derek, committee member
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Abstract
Preservice music teachers starting their first course in a music education program often find themselves under the pressure felt by grades, an overload of new information, and teaching public school students for the first time. Music teacher educators combat the pressure not only by giving reassuring and positive feedback but also by introducing developmental tools to help teachers improve themselves. Scholars have shown that reflective practice is an effective tool for teacher development (Piety et al., 2010; Kennedy et al., 2013; Korthagen & Evelein, 2015, Prilop et al., 2019). There are also varying thoughts on how to best implement reflective practice for the most effective development process, including the framing of teacher self- efficacy and professional identity during preservice music education programs. Yet, there are many differences between how degree programs approach these aspects of teacher development (Lee, 2007; Stanley, 2022). This study continued the exploration of student experiences in reflective practice and how the choice of reflective modalities can increase student agency, and in effect, teacher self-efficacy. Quantitative data for teacher self-efficacy was collected using an adapted version of the Preservice Music Teacher Efficacy measure (Prichard, 2013). The findings of this preliminary study help to expand the knowledge of how preservice music teachers choose reflective practice modalities and how those choices impact their self-efficacy. Implications for this study are framed in both theoretical and practical realms.
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Subject
preservice music teacher
reflective practice
choice
self-efficacy
reflection