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.
|Journal||Journal of Music Teacher Education|
|State||Published - 2009|