Secondary choral students’ and preservice music educators’ perceptions of a service-learning experience in the United States: An action research study

Abstract

The purpose of this service-learning action research study was to develop and investigate after-school individualised vocal lessons for secondary students aged 14–18 years (n = 15) taught by preservice music educators (PMEs) (n = 12) in the United States. In service learning, all parties should benefit from the experience while addressing curricular and community needs. Therefore, our intentions were to: (a) improve secondary student preparedness for solo experiences, (b) provide an authentic teaching experience to improve the quality of instruction given by PMEs, and (c) develop a mutually beneficial and collaborative service-learning experience. The following themes emerged from the data: (a) perceptions of teaching disposition – such as confidence, interpersonal skills and enthusiasm; (b) perceptions of teaching skills – such as student engagement, questioning techniques and responsive teaching; and (c) perceptions of pedagogical content knowledge – such as vocal anatomy, physiology and pedagogy.

Enhancing Critical Digital Literacy of Preservice Preschool Teachers through Service Learning: The Moderator of Online Social Capital

“…These experiences help preservice teachers grasp nuances in instructing children from diverse backgrounds, fostering collaboration with schools and communities serving varied student populations [24]. This partnership empowers reflection through multicultural education and critical pedagogy lenses [25].…”