What Observation Reveals: Videotaped Cases as Windows to Preservice Teachers' Beliefs about Music Teaching and Learning.

Abstract

This study examined preservice teachers ' perceptions of (a) music teaching, (b) elementary students, (c) musical content, and(d) school contexts. Ninety early childhood, elementary, and middle school education majors enrolled in a music methods class responded to a 4-day series of experiences that included participating in a model lesson, viewing a videocase of a third-grade elementary general music class engaged in the same lesson, viewing an interview with the general music teacher, and discussing the components of an educational experience. Participants ' responses revealed emerging theories and personal understandings about the purposes and practices of music education.

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