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Reflection on practice: A study of five choral educators' reflective journeys

Butke, Marla A.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1054056360

Abstract Details

2003, Doctor of Philosophy, Ohio State University, Music.
The enormity of scope involved in a teaching life creates the need for an educator to seek continual growth in mind and spirit. It is through reflection that a teacher can find new ways to understand the challenges that are faced both inside and outside the classroom. The purpose of this study was to examine how choral music teachers would engage in a reflective process for the purpose of understanding and enacting change within their practice. This qualitative research involved five choral teachers from both the middle and high school levels. For a nine-week period the educators used a variety of reflective tools for the purpose of engaging in a reflective process. Bi-weekly observations were made, constructive dialogues occurred, and reflections in diverse formats were employed. The data are presented in the form of five narrative stories that combined the events of the choral rehearsals, reflections of the teachers, student reflections, and the reflective thoughts of the researcher as they occurred in time. These teachers created unique reflective paths during the course of this study. Five significant points of interest emerged from this research: constructive dialogues serve as valuable and successful means for reflection; reflection is influenced by the attribute of perfectionism; there are time issues related to the successful implementation of a reflective process; the feelings of pleasure and pain are associated with reflection; and reflection is an instrument for tangible change as well as the processing of personal and educational philosophies. A Cyclical Model of Reflection was developed as a proposed theoretical model based on the analysis of the teachers’ reflective journeys. The model incorporates Schon’s two dimensions of reflection and appends a third dimension, reflection-fore-action. Thinking, writing, and conversing designate the three modes of reflection, which are executed through six methodologies. This study identified the interrelated nature of the three dimensions and analyzed each of the modes and methodologies. This study represents the first investigation of practicing choral educators engaged in a reflective process. As a result of the reflective process, these teachers experienced change in practice and the assessment of current educational and personal philosophies.
R. J. Frego (Advisor)
308 p.
Music
reflection; reflective process; reflective practice; reflective teaching; choral music education

Recommended Citations

Citations

  • Butke, M. A. (2003). Reflection on practice: A study of five choral educators' reflective journeys [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1054056360

    APA Style (7th edition)

  • Butke, Marla. Reflection on practice: A study of five choral educators' reflective journeys. 2003. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1054056360.

    MLA Style (8th edition)

  • Butke, Marla. "Reflection on practice: A study of five choral educators' reflective journeys." Doctoral dissertation, Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1054056360

    Chicago Manual of Style (17th edition)

osu1054056360
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© 2003, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.