Development of the Processfolio: Promoting Preservice Music Teacher Reflection Through Authentic Assessment

Abstract

The purpose of this study was to determine what impact an authentic assessment tool (i.e., a processfolio) would have on our music education Master of Arts in Teaching degree program. We conducted a case study at our university with the music education Master of Arts in Teaching student cohort to detail the development and initial implementation of the processfolio as a means of reflection in preservice music teachers. Data included participant observation, individual and collaborative note taking, written artifacts from students and faculty, audio/video recordings, and semistructured interviews. Findings indicated (a) processfolios became a lens through which students focused their growth as reflective teachers; (b) a lack of examples and confusion over specific processfolio requirements was stress inducing; (c) the collaborative nature of working within a peer/faculty cohort was socially, emotionally, and academically valuable; (d) students effectively used the processfolio to demonstrate synthesis of the multiple facets of the graduate music education program.

The Significance of Promoting Teacher Reflection: A Review Article

“…Jamil and Hamre (2018) drew on observations of a real classroom to suggest that early childhood teachers' engagement in a continual reflection could significantly help them improve their reactions to classroom issues over time and could foster the teacher-child interaction in the classroom. Silveria, Beauregard, and Bull's (2017) study on the effect of an authentic assessment tool (processfolio) on pre-service teachers' reflection highlighted the success of processfolio in making pre-service teachers become personally aware of their development and to understand the different aspects of the music education program. However, teachers were a bit confused about the use of processfolio without adequate examples.…”

#learningtoreflect

“…Teacher education programs have placed an emphasis on encouraging reflective practice (Calderhead, 1989;LaBoskey 1994;McCaleb et al, 1992) and many different methods to this end have been considered. Some recent practical strategies to influence reflection include collaborative reflection (Clarà et al, 2019), processfolios (Silveira et al, 2017), video analysis (Hollingsworth & Clarke, 2017), microblogging (Krutka et al, 2014), conversation analysis with action research (Hale et al, 2018), reflective interviews (Wetzel et al, 2018), and video reflections, (Gröschner et al, 2018). Other very common reflective methods include journal writing (LaBoskey, 1994), portfolios (Wade & Yarbrough, 1996), narrative writing (Van Halen-Faber, 1997), interpersonal seminars…”

Reaching digital native music majors : pedagogy for undergraduate group piano in the 21st century

“…A technological pedagogical and content knowledge (TPACK) conceptual framework may be used to identify the teacher knowledge necessary to effectively integrate technology into the classroom (Bauer, 2012). Research indicates that a deep and expansive understanding of teacher development (with and without technology) is needed to facilitate optimal student learning environments in coordination with robust, research-based standards (see Bush, 2007;Conway, 2007;Standerfer, 2007;Palmer, 2012;Miksza & Berg, 2013;Berg & Rickels, 2017;Silveira, Beauregard, & Bull, 2017). Studying the unique traits and learning processes of today's undergraduate music majors in the context of group piano pedagogy and curriculum may assist educators in understanding the individual needs of these students and how they adapt and respond to the coursework.…”