Fostering Critical Reflection and Productive Dialogue in Music Teacher Education

Abstract

Because teaching is an inherently political act, it is important for music teacher educators to consider their role in the public discourse and how they approach the political dimensions of teaching with future music educators. In this interest article, we offer a theoretical basis for engaging preservice music teachers in critical reflection and productive dialogue throughout their undergraduate music education coursework. In combination with theory, we describe specific strategies for designing environments and activities that encourage students to identify and question dualistic thinking, engage with diverse ideas and perspectives, and interrogate underlying assumptions and discursive patterns in their own and others’ thinking. Increasing undergraduate student competency in critical reflection and dialogue could motivate and assist them to pass on these important skills to their future PK–12 students.

How Can Service-Learning Shape the Political Perspectives of Pre-Service Teachers? A Program in the Field of Physical Education

“…In this sense, Harry and Salvador [ 25 ] consider that teaching is a political act by nature. Therefore, they assert that teacher educators should consider their public discourses and how they approach the political dimensions of teaching with pre-service teachers.…”

“…Consequently, teacher educators held a prominent role through their own teaching practices, as they are expected to generate contexts promoting critical reflection and awareness. Harry and Salvador [ 25 ] affirm that teaching is an inherently political act. Therefore, they highlight that teacher educators should be conscious of their role in the public discourse and how they tackle the political dimensions of teaching with pre-service teachers.…”

Exploring Preservice Music Teachers’ Self-Reflections: A Comparison of Immediate and Video Reflections

“…Both preservice and inservice music teachers are encouraged to reflect regularly on their lesson effectiveness. Researchers have found that the ability to reflect accurately and effectively is a skill that can be developed and requires practice (Abramo & Campbell, 2016; Bond, 2022; Burnard, 2006; Chaffin & Manfredo, 2010; Conway, 2020; Harry & Salvador, 2021; Rosaen et al, 2008; Springer & Yinger, 2019). To develop as music teachers, preservice teachers need opportunities to practice teaching (Duke, 2014) alongside opportunities for guided self-reflection (Blackwell & Roseth, 2018).…”

“…Facilitating self-reflection for preservice teachers may be done in a variety of ways, such as journaling, group work, collective discourse, and learning logs (Conkling, 2003). Researchers have devised various systems to facilitate self-reflection (Austin, 2021; Blackwell & Roseth, 2018; Bond, 2022; Burnard, 2006; Harry & Salvador, 2021; Parker & Powell, 2014; Rosaen et al, 2008). For example, Blackwell and Roseth (2018) implemented a five-step system within a peer teaching setting, which ended in reflection and enabled preservice music teachers to feel “in charge of their learning” (p. 63).…”