A collective case study of the perceptions of intentional reflective dialogue by music student teachers, cooperating teachers, and a supervisor during the student teaching experience

Abstract

The purpose of this collective case study was to examine the perceptions of reflective dialogue by members of two student teaching triads. The triads each consisted of a music student teacher, cooperating teacher, and college supervisor. The data was gathered over fourteen weeks through recorded reflective sessions, participant journals, and a group interview session. The research questions were: What are the student teaching triad members' perceptions of the nature and use of intentional reflective dialogue during the music student teaching experience? What are each of the student teaching triad members' perceptions of his or her role in engaging in intentional reflective dialogue? Five themes emerged after an analysis of the data: conversations, feedback, relationships, self-realization and mentoring. The use of intentional reflective dialogue within the student teaching triad aids in the professional and personal growth of the pre-service music teacher by providing a vehicle through which the student teacher can explore her feelings about her teaching experiences. The conclusions suggest that student teachers place great value on the reflective conversations and that growth in the student teachers occurs as a result of consistent intentional reflective dialogue.