Reflective Teaching.
Saved in:
| Title: | Reflective Teaching. |
|---|---|
| Authors: | Hatch, Emily1 (AUTHOR) mrs.e.hatch@gmail.com |
| Source: | Journal of General Music Education. Jan2026, Vol. 39 Issue 2, p43-46. 4p. |
| Subject Terms: | *Reflective teaching, *Teacher development, *High school teachers, *Reflective learning, *Music teachers, *Teaching methods, *Student teachers |
| Abstract: | Reflection is a tool that is emphasized for preservice teachers as they learn how to teach, and much of the research on reflection is in the context of preservice and early-service teachers. However, as a veteran teacher in the classroom for almost twenty years, I feel like the discipline of reflection is one of the things that make me an effective teacher. Reflecting on gaps in my classroom and pedagogy has led me to great questions and problems of practice, and reflecting on lessons and student needs has allowed me to be intentional about choosing action steps to improve my teaching. This article will define reflection in the context of the reflection teachers do; will provide tools for exploring reflective practices; and will give music-specific examples of what to reflect on and when. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of General Music Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Reflection is a tool that is emphasized for preservice teachers as they learn how to teach, and much of the research on reflection is in the context of preservice and early-service teachers. However, as a veteran teacher in the classroom for almost twenty years, I feel like the discipline of reflection is one of the things that make me an effective teacher. Reflecting on gaps in my classroom and pedagogy has led me to great questions and problems of practice, and reflecting on lessons and student needs has allowed me to be intentional about choosing action steps to improve my teaching. This article will define reflection in the context of the reflection teachers do; will provide tools for exploring reflective practices; and will give music-specific examples of what to reflect on and when. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 27527646 |
| DOI: | 10.1177/27527646251357323 |
