The Influence of Video Reflection on Preservice Music Teachers' Concerns in Peer- and Field-Teaching Settings

Journal of Research in Music Education

Volumn 63, Issue 4, 2016, Pages 487-507

  Powell, Sean R ^a  

^a UNIVERSITY OF NORTH TEXAS   (United States)

Author keywords

concerns; Fuller and Bown; practicum; preservice teachers; video reflection

Indexed keywords

EID: 84954566416     PISSN: 00224294     EISSN: 19450095     Source Type: Journal    
DOI: 10.1177/0022429415620619     Document Type: Article

References (77)

1. Alsup J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. Mahwah, NJ: Lawrence Erlbaum Associates.
2. Berg M. H., Miksza P. (2010). An investigation of preservice music teacher development and concerns. Journal of Music Teacher Education, 20 (1), 39-55. doi: 10.1177/1057083710363237
3. Brewer W. D. (2009). Conceptions of effective teaching and role-identity development among preservice music educators (Doctoral dissertation). Retrieved from ProQuest. (No. 3361859)
4. Britzman D. P. (2003). Practice makes practice: A critical study of learning to teach (Rev. ed.). Albany: State University of New York Press.
5. Broyles J. W. (1997). Effects of videotape analysis on role development of student teachers in music. Dissertation Abstracts International, Section A: Humanities and Social Sciences, 58 (03), 0823.
6. Bullough R. V., Baughman K. (1997). First-year teacher eight years later: An inquiry into teacher development. New York, NY: Teachers College Press.
7. Bullough R. V., Gitlin A. D. (2001). Becoming a student of teaching: Linking knowledge production and practice (2nd ed.). New York, NY: RoutledgeFalmer.
8. Burn K., Hagger H., Mutton T., Everton T. (2000). Beyond concerns with self: The sophisticated thinking of beginning student teachers. Journal of Education for Teaching, 26, 259-278.
9. Butler A. (2001). Preservice music teachers' conceptions of teaching effectiveness, microteaching experiences, and teaching performance. Journal of Research in Music Education, 49, 258-272. doi: 10.2307/3345711
10. Calandra B., Gurvitch R., Lund J. (2008). An exploratory study of digital video editing as a tool for teacher preparation. Journal of Technology and Teacher Education, 16 (2), 137-153.
11. Calderhead J., Robson M. (1991). Images of teaching: Student teachers' early conceptions of classroom practice. Teaching and Teacher Education, 7, 1-8. doi: 10.1016/0742-51X(91)90053-R
12. Campbell M. R., Thompson L. K. (2007). Perceived concerns of preservice music education teachers: A cross-sectional study. Journal of Research in Music Education, 55, 162-176. doi: 10.1177/002242940705500206
13. Capizzi A. M., Wehby J. H., Sandmel K. N. (2010). Enhancing mentoring of teacher candidates through consultative feedback and self-evaluation of instructional delivery. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 33, 191-212. doi: 10.1177/0888406409360012
14. Cherrington S., Loveridge J. (2014). Using video to promote early childhood teachers' thinking and reflection. Teaching and Teacher Education, 41, 42-51.
15. Clarà M. (2015). What is reflection? Looking for clarity in an ambiguous notion. Journal of Teacher Education, 66, 261-271. doi: 10.1177/0022487114552028
16. Coleman T. R. (1999). The music student teaching experience: Making connections. Dissertation Abstracts International, Section A: Humanities and Social Sciences, 61 (02), 540.
17. Conkling S. W. (2003). Uncovering preservice music teachers' reflective thinking: Making sense of learning to teach. Bulletin of the Council for Research in Music Education, 155, 11-23.
18. Creswell J. W. (2007). Qualitative inquiry and research design (2nd ed.). Thousand Oaks, CA: Sage.
19. Dewey J. (1904). The relation of theory to practice in education. In McMurray C. A. (Ed.), The third NSSE yearbook (Part 1, pp. 9-30). Chicago, IL: University of Chicago Press.
20. Dewey J. (1991). How we think. Amherst, NY: Prometheus Books. (Original work published 1910)
21. Dobbs T. L. (2014). "No actual teaching": Expanding preservice music teachers' imaginaries of teaching. In Barrett J. R., Webster P. R. (Eds.), The musical experience: Rethinking music teaching and learning (pp. 294-308). New York, NY: Oxford University Press.
22. Duke R. A., Prickett C. A. (1987). The effect of differentially focused observation on evaluation of instruction. Journal of Research in Music Education, 35, 27-37. doi: 10.2307/3345166
23. Elpus K. (2015). Music teacher licensure candidates in the United States: A demographic profile and analysis of licensure examination scores. Journal of Research in Music Education, 63, 314-335. doi: 10.1177/0022429415602470
24. Eröz-Tua B. (2013). Reflective feedback sessions using video recordings. ELT Journal, 67 (2), 175-183. doi: 10.1093/elt/ccs081
25. Fant G. R. (1996). An investigation of the relationships between undergraduate music education students' early field experience and student teaching performance. Dissertation Abstracts International, Section A: Humanities and Social Sciences, 57 (11), 4681.
26. Fuller F. F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6, 207-226. doi: 10.3102/00028312006002207
27. Fuller F. F., Bown O. H. (1975). Becoming a teacher. In Ryan K. (Ed.), Teacher education, part II: The 74th yearbook of the National Society for the Study of Education (pp. 25-52). Chicago, IL: University of Chicago Press.
28. Fuller F. F., Manning B. A. (1973). Self-confrontation reviewed: A conceptualization for video playback in teacher education. Review of Educational Research, 43, 469-528. doi: 10.3102/00346543043004469
29. Gore J. M., Zeichner K. M. (1991). Action research and reflective teaching in preservice teacher education: A case study from the United States. Teaching and Teacher Education, 7, 119-136. doi: 10.1016/0742-051X(91)90022-H
30. Harford J., MacRuairc G. (2008). Engaging student teachers in meaningful reflective practice. Teaching and Teacher Education, 24, 1884-1892. doi: 10.1016/j.tate.2008.02.010
31. Henry W. (2001). Music teacher education and the professional development school. Journal of Music Teacher Education, 10 (2), 23-28. doi: 10.1177/10570837010100020105
32. Holt-Reynolds D. (1992). Personal history-based beliefs as relevant prior knowledge in course work. American Educational Research Journal, 29, 325-349. doi: 10.3102/00028312029002325
33. Hourigan R. M., Scheib J. W. (2009). Inside and outside the undergraduate music education curriculum: Student teacher perceptions of the value of skills, abilities, and understandings. Journal of Music Teacher Education, 18 (2), 48-61. doi: 10.1177/1057083708327871
34. Isbell D. S. (2008). Musicians and teachers: The socialization and occupational identity of preservice music teachers. Journal of Research in Music Education, 56, 162-178.
35. Kagan D. M. (1992). Growth among preservice and beginning teachers. Review of Educational Research, 62, 129-169. doi: 10.2307/1170578
36. Kerchner J. L. (1998). A model for educational partnerships. Journal of Music Teacher Education, 8 (1), 7-14. doi: 10.1177/105708379800800103
37. Killian J. N., Dye K. G., Wayman J. B. (2013). Music student teachers: Pre-student teaching concerns and post-student teaching perceptions over a 5-year period. Journal of Research in Music Education, 61, 63-79.
38. King S. E. (2008). Inspiring critical reflection in preservice teachers. Physical Educator, 65 (1), 21-29.
39. Kurz T. L., Llama G., Savenye W. (2005). Issues and challenges of creating video cases to be used with preservice teachers. TechTrends, 49 (4), 67-73.
40. Lebrecht N. (1991). The maestro myth. New York, NY: Carol Publishing Group.
41. LeCompte M. D., Schensul J. J. (1999). Ethnographer's toolkit: Vol. 5. Analyzing and interpreting ethnographic data. Lanham, MD: Altamira.
42. Lincoln Y., Guba E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
43. Lortie D. C. (2002). Schoolteacher: A sociological study (2nd ed.). Chicago, IL: University of Chicago Press.
44. McCall G. J., Simmons J. L. (1978). Identities and interactions. New York, NY: Free Press.
45. McDowell C. (2007). Are they ready to student teach? Reflections from 10 music education majors concerning their three semesters of field experience. Journal of Music Teacher Education, 16 (2), 45-60. doi: 10.1177/10570837070160020106
46. McLaughlin M. W. (1991). The reflection on the blackboard: Student teacher self-evaluation. Alberta Journal of Educational Research, 37, 141-159.
47. Miksza P., Berg M. H. (2013). A longitudinal study of preservice music teacher development: Application and advancement of the Fuller and Bown teacher-concerns model. Journal of Research in Music Education, 61, 44-62.
48. Miles M. B., Huberman A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
49. Newhouse C., Lane J., Brown C. (2007). Relecting on teaching practices using digital video representation in teacher education. Australian Journal of Teacher Education, 32 (3), 1-12. doi: 10.14221/ajte.2007v32n3.5
50. Nieves-Squires L. C. (1978). Teacher theory/practice: Disciplined inquiry and self-improvement. Improving College and University Teaching, 26, 258-262. doi: 10.1080/00193089.1978.9927595
51. Orlova N. (2009). Video recording as a stimulus for reflection in pre-service EFL teacher training. English Teaching Forum, 47 (2), 30-35.
52. Paul S. J. (1998). The effects of peer teaching experiences on the professional role development of undergraduate instrumental music education majors. Bulletin of the Council for Research in Music Education, 137, 73-92.
53. Pigge F. L., Marso R. N. (1989,). A longitudinal assessment of the affective impact of preservice training on prospective teachers. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
54. Powell S. R. (2011). Examining preservice music teachers' perceptions of initial peer- and field-teaching experiences. Journal of Music Teacher Education, 21 (1), 11-26. doi: 10.1177/1057083710386751
55. Powell S. R. (2014). Examining preservice music teacher concerns in peer- and field-teaching settings. Journal of Research in Music Education, 61, 361-378. doi: 10.1177/0022429413508408
56. Raiber M., Teachout D. (2014). The journey from music student to teacher: A professional approach. New York, NY: Routledge.
57. Reynolds A. M., Conway C. M. (2003). Service-learning in music education methods: Perceptions of participants. Bulletin of the Council for Research in Music Education, 155, 1-10.
58. Rosaen C. L., Lundeberg M., Cooper M., Fritzen A., Terpstra M. (2008). Noticing noticing: How does investigation of video records change how teachers reflect on their experiences? Journal of Teacher Education, 59, 347-360. doi: 10.1177/0022487108322128
59. Schmidt M. (1998). Defining "good" music teaching: Four student teachers' beliefs and practices. Bulletin of the Council for Research in Music Education, 138, 19-46.
60. Schmidt M. (2010). Learning from teaching experience: Dewey's theory and preservice teachers' learning. Journal of Research in Music Education, 58, 131-146. doi: 10.1177/0022429410368723
61. Schön D. A. (1983). The reflective practictioner. New York, NY: Basic Books.
62. Schön D. A. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.
63. Sherin M. G., Linsenmeier K. A. (2011). Pause, rewind, reflect: Video clubs throw open the classroom doors. Journal of Staff Development, 32 (5), 38.
64. Sherin M. G., van Es E. A,. (2005). Using video to support teachers' ability to notice classroom interactions. Journal of Technology and Teacher Education, 13, 475-491.
65. Sherin M. G., van Es E. A,. (2009). Effects of video club participation on teachers' professional vision. Journal of Teacher Education, 60, 20-37.
66. Sims W. L. (1987). Comparison of music teaching self-evaluation before and after videotape feedback. Missouri Journal of Research in Music Education, 5 (4), 7-20.
67. Snyder D. W. (2011). Preparing for teaching through reflection. Music Educators Journal, 97 (3), 56-60. doi: 10.1177/0027432111399348
68. Townsend R. D. (2000). The Holmes group: A private college plausibility study. Journal of Music Teacher Education, 10 (1), 24-31. doi: 10.1177/105708370001000105
69. Tripp T. R., Rich P. J. (2012a). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28, 728-739. doi: 10.1016/j.tate.2012.01.011
70. Tripp T., Rich P. (2012b). Using video to analyze one's own teaching. British Journal of Educational Technology, 43, 678-704. doi: 10.1111/j.1467-8535.2011.01234.x
71. van Es E. A., Sherin M. G. (2008). Mathematics teachers' "learning to notice" in the context of a video club. Teaching and Teacher Education, 24, 244-276. doi: 10.1016/j.tate.2006.11.005
72. Weinstein C. S. (1998). "I want to be nice, but I have to be mean": Exploring prospective teachers' conceptions of caring and order. Teaching and Teacher Education, 14, 153-163. doi: 10.1016/S0742-051X(97)00034-6
73. Welsch R. G., Devlin P. A. (2007). Developing preservice teachers' reflection: Examining the use of video. Action in Teacher Education, 28 (4), 53-61. doi: 10.1080/01626620.2007.10463429
74. Wolfgang R. E. (1990). Early field experience in music education: A study of teacher role socialization. Dissertation Abstracts International, Section A: Humanities and Social Sciences, 52 (1), 137.
75. Yourn B. R. (2000). Learning to teach: Perspectives from beginning music teachers. Music Education Research, 2 (1), 181-192. doi: 10.1080/14613800050165631
76. Zeichner K. M. (1994). Research on teacher thinking and different views of reflective practice in teaching and teacher education. In Carlgre I., Handal G., Vaage S. (Eds.), Teachers' minds and actions: Research on teachers' thinking and practice (pp. 9-27). Washington, DC: Falmer Press.
77. Zhang M., Lundeberg M., Koehler M. J., Eberhardt J. (2011). Understanding affordances and challenges of three types of video for teacher professional development. Teaching and Teacher Education, 27, 454-462. doi: 10.1016/j.tate.2010.09.015