Preservice music teachers in Korea and their collaborative reflection with peers

Abstract

Recently, many researchers and scholars have focused on reflective teaching to support good practices in teaching. For effective reflection, it is necessary to encourage teachers’ reflection by promoting collaboration during which they can discuss various teaching issues and problems while supporting each other. The purpose of this study was to investigate Korean preservice music teachers’ experience in collaborative reflection sessions. I used data collected through observations, the participants’ reflective journals, and individual interviews. The results showed that as the participants gained experience while observing and teaching music classes, the contents of their reflections on technical and practical matters became more varied. Additionally, the participants’ reflective thinking, applied critically, tended to focus on the social context of the music classroom. In addition, participants predominantly showed technical level of reflective thinking rather than practical and critical levels. Finally, the results revealed that the collaborative approach enabled prospective music teachers to broaden the scope of their reflective thinking, and a sense of emotional safety in the collaborative group allowed them to honestly confront their own teaching worries and problems.

Las competencias del profesorado de música en la formación inicial desde la perspectiva de estudiantes de Máster Universitario en Formación de Profesorado

“…La formación en competencias musicales (Abramauskienė, 2018; Haning, 2021; Koca, 2017; Murillo y otros, 2018; Shin, 2021) requiere una profunda comprensión de las cualidades musicales, su construcción, interpretación y producción (Biasutti y Concina, 2017). La escucha, la interpretación y la creación implican un dominio técnico y pedagógico correlacionados para hacer de la acción educativa musical una experiencia artística, didáctica e inclusiva.…”

“…La confrontación de puntos de vista en los grupos de discusión sobre las competencias del profesorado fomenta el intercambio de ideas, la evolución de planteamientos y la generación de nuevo conocimiento (Gil y otros, 1994). El incremento de la experiencia didáctica musical y la reflexión surgida de lecturas, preguntas guía sugeridas, tareas y su análisis didáctico y la discusión estimula el pensamiento crítico y colaborativo del estudiante (Shin, 2021) sobre cuestiones cognitivas, técnicas y actitudinales.…”

Piano education online: Challenges and solutions

“…The development of piano education in modern conditions is faced with a number of problems, the solution of which is the main task for the world music community. Scientific studies by Korean scholars (Shin, 2021) analyzed the collaborative considerations of educators related to sharing and improving excellence in music teaching. The study used meta-analysis and one-to-one interviews.…”

“…Music teachers noted the technical difficulties and the need to expand their reflective thinking. Among the positive factors, they reported a sense of emotional security in the team, which allows them to resist teacher worries and problems (Shin, 2021).…”

Analisis Pendidikan Sebagai Urusan Prioritas Dalam Rencana Kerja Pemerintah Daerah Kota Malang

“…Dewasa ini, pendidikan difokuskan untuk meningkatkan metode pembelajaran reflektif guna mendukung dan menerapkan model serta contoh yang baik dalam metode pengajaran (Shin, 2021) Pembangunan sebuah negara tidak bisa dilepas dari pembangunan sumber daya manusianya. Hubungan keterkaitan ini akan begitu terlihat pada hubungan pembangunan ekonomi dengan pembangunan sumber daya manusia (SDM).…”