Linguistic Indicators of Reflective Practice among Music Education Majors

Autor/inn/en	Springer, D. Gregory; Yinger, Olivia Swedberg
Titel	Linguistic Indicators of Reflective Practice among Music Education Majors
Quelle	In: Journal of Music Teacher Education, 28 (2019) 2, S.56-69 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-0837
DOI	10.1177/1057083718786739
Schlagwörter	Music Teachers; Music Education; Preservice Teachers; Student Attitudes; Peer Teaching; Teaching Methods; Reflection; Computational Linguistics; Computer Software; Language Usage; Form Classes (Languages); Positive Attitudes; Negative Attitudes; Teacher Educators; Psycholinguistics; Preservice Teacher Education; Musical Instruments + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Musikerziehung; Schülerverhalten; Peer group teaching; Peer Group Teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Linguistics; Computerlinguistik; Sprachgebrauch; Analytischer Sprachbau; Negative Fixierung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Psycholinguistik; Lehramtsstudiengang; Musikinstrument
Abstract	The purpose of this study was to examine linguistic indicators of reflective practice in preservice music teachers' written reflections following peer-teaching experiences. In an instrumental rehearsal techniques course, eight preservice music educators completed four peer-teaching episodes and submitted a written reflection after each episode. Reflections were analyzed with "Linguistic Inquiry and Word Count" software to examine students' usage of pronouns (first-person singular, first-person plural, third-person singular, and third-person plural), temporal focus words (past-, present-, and future-focused words), and affect words (positive- and negative-emotion words). Results indicated significantly more first-person singular words over all other types of pronouns, fewer future-focused words than past- or present-focused words, and more positive-emotion words than negative-emotion words. These linguistic results were observed across all episodes (i.e., they did not change across time). Results are interpreted in light of previous linguistic analysis literature, and implications for music teacher educators are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01