Preservice Music Teachers Reflect on First Experiences in Elementary Classrooms

Abstract

Changes that took place in the perceptions of 18 preservice music teachers during their first experiences performing and teaching in two different field experiences in elementary music classrooms were examined. Following each experience, preservice music teachers were asked to individually view recordings of their lessons, analyze the experience using specially designed observation forms, select two 12- to 15-minute excerpts (one labeled by the participant as “good” and the other as “not so good”), and write reflection paragraphs for each excerpt. The reflection paragraphs were analyzed by coding the ideas discussed in each paragraph as positive, negative, or neutral using the categories for teachers (use of strategies, affect, music skills and knowledge, other) and students (music skills and knowledge, social skills, affect, other). Of all statements, 75% were related to preservice music teachers’ perceptions of themselves as teachers and only 25% were related to their students’ behaviors. Participants’ perceptions of their young students’ music performances and students’ social behaviors were more positive in Experience II than in Experience I. In addition, the preservice music teacher comments conveyed more positive affect related to the use of their own teaching strategies and expressed less negative affect overall.