Perceptions of Preservice Teachers Regarding Feedback and Guided Reflection in an Instrumental Early Field Experience

Abstract

The purpose of this study was to examine the perceptions of 4 preservice music teachers regarding elements of verbal and written feedback as well as guided reflection during an early field experience program at a large midwestern university. Participants were observed and interviewed regarding their perceptions of various forms of feedback and guided reflection activities embedded within an early field experience program. Participants identified individual written feedback, modeling, and class seminars as most beneficial, enabling them to reflect on past teaching episodes as well as plan for subsequent lessons. The results of this study suggest that individualized feedback, whether written or verbal, may be an effective measure for facilitating preservice teacher reflection during early field experience.