Preservice teachers’ experiences as first-time voice instructors

Abstract

Authentic context learning (ACL) experiences have proven beneficial to preservice music teachers in a variety of ways and settings. While research specific to ACL within instrumental and choral music contexts is extensive, there have been no investigations of ACL in an applied voice setting. The purpose of this study was to investigate six preservice music teachers’ experiences as first-time voice instructors. Through an examination of verbal and written reflections, I sought to learn how the experience of teaching voice shaped preservice teachers’ perceptions of their own instruction and how this ACL experience shaped their identity as teachers. Six undergraduate music education majors at a large Midwestern university in the United States instructed weekly, 30-minute voice lessons for 8 consecutive weeks. Data collection methods included: (a) participants’ weekly lesson logs (b) participants’ weekly lesson reflections (c) participants’ final reflections, and (d) one, 60-minute focus group. Preservice teachers perceived modeling and kinesthetic activities to be the most effective teaching strategies, and realized their own deficiencies as vocal instructors. Music teacher educators should consider facilitating opportunities for preservice teachers to teach vocal technique in a variety of settings.