The Use of Student-Written Cases in Music Teacher Education

Abstract

The purpose of this study was to examine the use of student-written cases as part of an instrumental music methods course. Research questions included the following: (a) What are the positive and negative issues associated with student-written cases? (b) What are preservice music teachers' perceptions as to the value of case writing as part of an instrumental music methods class? Five preservice instrumental music students who were enrolled in music teacher education at a large midwestern university agreed to participate in this study. A qualitative comparable case study design was used in this investigation. Student-written cases, the researcher's feedback, and interviews with the participants served as data for this study. Positive issues included student reflection and the building of music teacher identity through revisions and feedback. Negative issues included lack of time, the need for discussion of cases, and the need for peer feedback. Participants expressed that case writing was a valuable activity.