Effects of Learner-Centered Activities in Preparation of Music Educators: Finding the Teacher Within

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8 Scopus citations

Abstract

The authors followed the progress of 43 undergraduate music education majors through three semesters of peer teaching, field-based teaching of school-age students, and student teaching. Each semester, students followed a reflective practice model that included plan/teach/archive/reflect procedures following every teaching experience. The reflective practice model, as explained in this study, is a learner-centered model that emphasizes self-evaluation and professional responsibility rather than traditional instructor grading and feedback.The report includes student responses to three semesters of surveys requiring Likert-type scale responses, recall of self-reported skill levels during previous semesters, and responses to open-ended questions.

Original languageEnglish
Pages (from-to)9-24
Number of pages16
JournalJournal of Music Teacher Education
Volume19
Issue number1
DOIs
StatePublished - Oct 2009

Keywords

  • learner-centered
  • music teacher preparation
  • reflective practice
  • social role development
  • teaching

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