Experienced music teachers’ views on the role of journal writing in the first year of teaching

Abstract

The purpose of this study was to examine the perceptions of five experienced music teachers (6–11 years) as they reviewed journals that they had completed during their first year of teaching. Research questions included: What role, if any, do participants believe journal writing had in their first-year teacher development? and What can these experienced teachers tell us about journal writing in relation to beginning music teaching experiences? Data included: (a) participant written reflections on all year one journals; and (b) an individual interview with each participant. Profiles of each participant are presented. Emergent themes from data analysis include: (a) being in the study was the primary motivation to write; (b) the importance of the audience in writing; (c) isolation; (d) participants’ surprise in examining their beginning teacher voice; and (e) the usefulness of journaling as a tool for self-reflection. Suggestions for music teacher preparation and future research are provided.