Designing Case Studies for Use in Teacher Education

Lind, Vicki R.

doi:10.1177/10570837010100020103

Cited by 13 publications

(11 citation statements)

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“…This often affects whether they choose to accept or reject future teacher education experiences (Steen, 1985). One way in which music teacher educators can help students critically examine these preconceptions is through the use of case studies (Abrahams & Head, 2005;Atterbury & Richardson, 1995;Bailey, 2000;Brinson, 1996;Conway, 1997Conway, , 1999aConway, , 1999bHourigan, 2006;Lind, 2001;Richardson, 1997;Thaller et al, 1993).…”

Section: Importance Of Reflective Thinking To Music Teacher Educationmentioning

confidence: 99%

“…Developing reflective habits in preservice teachers is an important task of teacher education (Leglar & Collay, 2002). The use of teaching cases in preservice and inservice teacher education has been strongly supported as a tool to promote this process of reflection in education research (Hammerness, Darling-Hammond, & Shulman, 2001; King & Kitchener, 1994; Shulman, 1992) and music education research (Abrahams & Head, 2005; Atterbury & Richardson, 1995; Bailey, 2000; Brinson, 1996; Conway, 1997, 1999a, 1999b; Hourigan, 2006; Lind, 2001; Richardson, 1997; Thaller, Finfrock, & Bononi, 1993).…”

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Developing Reflective Practitioners

West

2012

Journal of Music Teacher Education

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Developing reflective habits in preservice teachers is an important task of teacher education. The use of teaching cases in preservice and inservice teacher education has been strongly supported as a tool to promote this process of reflection in education research and music education research. More recently, education researchers have begun to explore the use of video-cases to promote reflection in preservice teacher education. This article first discusses the process of reflective thinking and its importance to preservice teacher education. Next are implications for using videocases to help preservice music teachers critically examine their beliefs and shift their focus from themselves to their students. Finally, research is presented for effectively structuring video-case experiences, along with recommendations for implementing video-cases in the music education classroom.

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Section: Importance Of Reflective Thinking To Music Teacher Educationmentioning

confidence: 99%

mentioning

confidence: 99%

Developing Reflective Practitioners

West

2012

Journal of Music Teacher Education

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“…There is some evidence that fieldwork, along with faculty support during fieldwork, promotes reflective practice (Brownell, Ross, Colon, & McCallum, 2003;Reynolds, 2003;Reynolds, Althea, Preston, & Haynes, 2005;Reynolds & Conway, 2003). Music methods teachers are sometimes unclear as to how to connect theory with practice and how to promote reflective thinking within methods courses, however (Barry, 1996;Elliott, 1992;Lind, 2001;Smith, 2002).…”

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confidence: 99%

Preservice Music Teachers' Perceptions of Fieldwork Experiences in a Special Needs Classroom

Hourigan

2009

Journal of Research in Music Education

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The purpose of this study was to examine phenomenologically a special needs fieldwork experience through the perceptions of seven participants. All of the participants were a part of a long-term field experience. The research question was: How was this experience, assisting and teaching students with special needs in an elementary general music context, perceived and constructed by the participants individually and as they collaborated and interacted with one another, as indicated by journals, semistructured interviews, case writing, and field observations? A qualitative particularistic case study design was used in this investigation. Data included journals, participant interviews, observations, and an orientation session video. Findings suggested that (a) the orientation process to fieldwork with children with disabilities, which included the case method of teaching, was perceived as valuable; (b) observation, journaling, discussion, and the relationships that emerged were important to the participants; and (c) reflective practice may have occurred in this study.

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“…The co-authors chose to use scenarios because this methodical approach is an effective way for participants to describe their behaviors across similar situations (Alexander & Maiden, 2005), is particularly useful for illustrating knowledge in applied settings (Tandogan & Orhan, 2007), and allows for a systematic comparison and contrast of participant responses. Although scenarios and case studies are relatively new in music education research (Lind, 2001), their use stimulates critical and reflective thinking (Conway, 1999b). In order to preserve the open-ended nature of this qualitative inquiry, the scenarios included opportunities for respondents to react to many aspects of instruction, classroom management, curriculum, and the learning environment (Rossman & Rallis, 2011).…”

Section: Methodsmentioning

confidence: 99%

Experienced general music teachers’ instructional decision making

Johnson

Matthews

2015

International Journal of Music Education

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The purpose of this descriptive study was to explore experienced general music teachers’ decision-making processes. Participants included seven experienced, American general music teachers who contributed their views during two phases of data collection: (1) responses to three classroom scenarios; and (2) in-depth, semi-structured, follow-up interviews. Analysis using a constructivist approach revealed that participants reported making distinct decisions during the planning, instruction, and reflection stages of teaching. During planning, their focus was on developing clear goals and objectives, encouraging a life-long love of music, and fostering responsible citizenship. During instruction, they made decisions guided by specific formal and informal methodologies to build on previously taught concepts and to support classroom management. After instruction, participants’ responses highlighted the importance of being flexible, their own professional development, and student assessment. While other studies have examined general music teachers’ instructional processes in methodology-specific practices, this study offers insights from experienced general music teachers regarding their decision-making processes when responding to classroom scenarios. Implications for future research include improving in-service teachers’ self-awareness, advancing professional development for experienced teachers, and enhancing the effectiveness of music teacher education programs.

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Designing Case Studies for Use in Teacher Education

Cited by 13 publications

References 0 publications

Developing Reflective Practitioners

Developing Reflective Practitioners

Preservice Music Teachers' Perceptions of Fieldwork Experiences in a Special Needs Classroom

Experienced general music teachers’ instructional decision making

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