Developing Reflective Practitioners

West, Chad

doi:10.1177/1057083712437041

Cited by 17 publications

(19 citation statements)

References 13 publications

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“…Regarding our second goal, the 12 music teachers interviewed think that video-mediated peer observation should be used as a tool to foster their PD for two main reasons: (a) because video resources are convenient and easily accessible and (b) because video-mediated PD may provide contextualized examples of good classroom practice. The idea that videos can be used “on-the-go” was mentioned by our participants to justify their positive attitudes toward video-mediated PD, similar to music teachers in other international studies (West, 2013). The convenience and accessibility of video as a learning tool are in stark contrast with the many challenges experienced by teachers when participating in face-to-face PD, such as lack of access to PD courses and lack of time to attend when accepted due to busy schedules, and the difficulty associated with finding substitute teachers and commuting to PD sites.…”

Section: Discussionsupporting

confidence: 66%

“…They seem to find it more natural to learn by observing how a lesson is enacted, rather than reading about it. Indeed, words alone may be insufficient to capture the complexity and richness of the “moves” involved in a music lesson; hence the use of visual modeling might be a more powerful learning approach (West, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Live and video-mediated peer observation have great potential to improve the quality and level of preparation of school music teachers, who should be adequately supported with PD to become the experts in charge of delivering music instruction to students. We propose that schools, PD providers, and music associations should work toward the creation and dissemination of their own contextualized video repositories of good classroom practices (Blair, 2013; West, 2013). With the rise of video-sharing websites like YouTube and Vimeo, along with the proliferation of Web-enabled mobile devices, video resources showcasing how other music teachers conduct their lessons or specific music activities can be readily accessed by the rest of the music teacher fraternity (Bauer, 2010).…”

Section: Implications Limitations and Future Researchmentioning

confidence: 99%

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Music Teachers’ Perspectives on Live and Video-Mediated Peer Observation as Forms of Professional Development

Bautista¹,

Wong²,

Cabedo–Mas

2018

Journal of Music Teacher Education

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The purpose of this interview study, conducted with 12 primary music teachers in Singapore, was to determine whether peer observation is viewed as a learning approach that may contribute to professional growth. We found that both specialist and generalist music teachers highly valued peer observation and were optimistic about the use of video-mediated peer observation. As a form of professional development, peer observation appears to enhance understanding and application of teaching strategies, allows teachers to anticipate students’ reactions during lessons, and builds their confidence as instructors. Video-mediated peer observation, which is both convenient and easily accessible, provides contextualized examples of effective classroom practices. We conclude that peer observation activities are most meaningful and transformative when they are responsive, that is, designed with music teachers’ voices and professional development needs in mind.

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Section: Discussionsupporting

confidence: 66%

Section: Discussionmentioning

confidence: 99%

Section: Implications Limitations and Future Researchmentioning

confidence: 99%

See 1 more Smart Citation

Music Teachers’ Perspectives on Live and Video-Mediated Peer Observation as Forms of Professional Development

Bautista¹,

Wong²,

Cabedo–Mas

2018

Journal of Music Teacher Education

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“…We also remain curious about the possibilities for more realistic problem-solving situations. For example, West (2012) suggested using Skype to watch live music rehearsals as cases and calls for researchers to explore the use of real-time music teaching in which preservice teachers could interact with teachers and students.…”

Section: Reflections and Implicationsmentioning

confidence: 99%

Problem-Based Learning in a Woodwind Methods Course: An Action Research Study

Blackwell

Roseth

2018

Journal of Music Teacher Education

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The purpose of this action research study was to explore the use of problem-based learning (PBL) in a secondary instrument methods course. Six students enrolled in a woodwind methods course and participated in PBL activities—including video assessment, written scenarios, emergent performance scenarios in the classroom, group activities, and structured peer teaching—aimed at improving their ability to diagnose and solve instrument-specific performance problems. We examined students’ perceptions of PBL, including their teaching confidence, retention of course materials, and overall course engagement. The data collected suggest that students perceived themselves to be learning effectively in this PBL environment, and they felt generally confident in their ability to teach woodwinds. In addition, students appreciated opportunities for “real-life” teaching scenarios and expressed high levels of motivation, though they found this approach somewhat haphazard and unstructured. We suggest that PBL may be a viable method for educating preservice music teachers.

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“…For example, novice teachers could view videos of successful pedagogues or discuss teaching cases that could help them understand these attributes by seeing them in action. The use of teaching cases (live via online technologies or video recorded) has been suggested as a potentially viable method for introducing students to real-life teaching scenarios in previous literature (i.e., West, 2012;Blackwell and Roseth, 2018). Alternatively, teachers could engage in reflection exercises to look for these behaviors by observing videos of their own teaching and assessing the degree to which they use what appear to be impactful teaching practices.…”

Section: Discussionmentioning

confidence: 99%

Student Vitality, Teacher Engagement, and Rapport in Studio Music Instruction

et al. 2020

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Vitality is the feeling of being alive, vigorous, and energetic, and is an important indicator of overall motivation and wellbeing. Studio music instruction holds rich potential for creating feelings of vitality through close relationships, the potential for developing skills, and a shared endeavor of artistic expression. But they also have the potential to deplete vitality-through controlling teaching, a poor quality relationship, or harsh criticism from the teacher. The purpose of this study was to investigate relationships among student and teacher behavior, rapport, and students' experiences of subjective vitality in the context of university-level applied performance lessons. Participants were six undergraduate instrumental music majors and their teachers located at universities in the United States and Australia, who were selected because they provided the highest (three participants) and lowest (three participants) scores on a measure of subjective vitality completed immediately following a studio music lesson. A lesson was recorded for each student-teacher participant pair, coded for the frequencies of 35 lesson behaviors, described with a qualitative contextual commentary, and rated for evidence of rapport and physical proximity. Clear differences emerged between the high and low vitality lessons with regard to questioning, feedback, modeling, student performance, and student talk. Teachers of high vitality students spent most or all of the lesson within close proximity to their student, and showed stronger rapport than teachers of low vitality students. The findings suggest that students' vitality may depend on important differences in styles of teacher-student engagement and the quality of student-teacher relationships.

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Developing Reflective Practitioners

Cited by 17 publications

References 13 publications

Music Teachers’ Perspectives on Live and Video-Mediated Peer Observation as Forms of Professional Development

Music Teachers’ Perspectives on Live and Video-Mediated Peer Observation as Forms of Professional Development

Problem-Based Learning in a Woodwind Methods Course: An Action Research Study

Student Vitality, Teacher Engagement, and Rapport in Studio Music Instruction

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