The effect of self-directed peer teaching on undergraduate acquisition of specified music teaching skills.

Research output: Contribution to journalArticle

Abstract

This study describes 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 the Reflective Practice model which included plan / teach / archive / reflect procedures following every teaching experience. The Reflective Practice model, as explained in the study, emphasizes self-evaluation and professional responsibility rather than traditional instructor grading and feedback, emphasizing learner-centered learning. The report includes student responses to three semesters of surveys requiring Likert-scale responses, recall of self-reported skill levels during previous semesters, and responses to open-ended questions.
Original languageEnglish
Pages (from-to)9-24
JournalJournal of Music Teacher Education
StatePublished - 2009

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