Uncovering Preservice Music Teachers' Reflective Thinking: Making Sense of Learning to Teach

Abstract

To improve our understanding of music teachers ' professional growth during the initial stages of learning to teach, this collective case study uncovered the reflective thinking generated among a group of preservice choral music teachers working at a professional development site in a small, suburban school district. Emphasis was given to representing the voices of these preservice teachers as they made sense of the unfamiliar experiences of learning to teach by comparing them with the more familiar experiences of learning to perform. Learning to teach, for these participants, was constructed around both the question of 'how is it done ? ' and also the question of 'who shall I be? 'In constructing their music teacher identities and personal pedagogies, these preservice teachers 1) looked for expert models, 2) rehearsed or problem-solved in their teaching performance in between lessons or classes, and 3) sought out other practitioners, especially peers, for useful feedback and support.

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