Teacher Feedback in Collegiate Instrumental Music Lessons

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Music Education Pub Date : 2024-07-30 DOI:10.1177/00224294241265014
Gary E. McPherson, Jennifer Blackwell
{"title":"Teacher Feedback in Collegiate Instrumental Music Lessons","authors":"Gary E. McPherson, Jennifer Blackwell","doi":"10.1177/00224294241265014","DOIUrl":null,"url":null,"abstract":"Teacher feedback is an integral component of helping students understand their current level of achievement and what they can do to improve their performance. This study built on literature in educational psychology by adopting a framework developed by Hattie and Timperley to explore how different types of feedback are used in studio instrumental lessons. For this study, we investigated the use of feedback of highly experienced collegiate instrumental studio music teachers ( N = 6) and their students ( N = 18). Results indicated that around 83% of all teacher comments were classified as “feed-back” (i.e., reflections on what the student just played), with far fewer focused on “feed-forward” (16%) strategies for improving performance and “feed-up” (<1%) goal setting. Task-level comments on what the student had just done comprised 85% of the feedback, in contrast to process-level (9%) feedback that provides strategies for improving the next performance attempt and self-regulation comments (<1%) that cue the learner to monitor and control their own performance. Discussion of these results include comparisons between classroom and studio teaching practices and ways of refining instrumental teachers’ abilities to provide more targeted and effective feedback to their students.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Music Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/00224294241265014","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Teacher feedback is an integral component of helping students understand their current level of achievement and what they can do to improve their performance. This study built on literature in educational psychology by adopting a framework developed by Hattie and Timperley to explore how different types of feedback are used in studio instrumental lessons. For this study, we investigated the use of feedback of highly experienced collegiate instrumental studio music teachers ( N = 6) and their students ( N = 18). Results indicated that around 83% of all teacher comments were classified as “feed-back” (i.e., reflections on what the student just played), with far fewer focused on “feed-forward” (16%) strategies for improving performance and “feed-up” (<1%) goal setting. Task-level comments on what the student had just done comprised 85% of the feedback, in contrast to process-level (9%) feedback that provides strategies for improving the next performance attempt and self-regulation comments (<1%) that cue the learner to monitor and control their own performance. Discussion of these results include comparisons between classroom and studio teaching practices and ways of refining instrumental teachers’ abilities to provide more targeted and effective feedback to their students.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
高校器乐课中的教师反馈
教师的反馈是帮助学生了解自己目前的成绩水平以及如何提高成绩的不可或缺的组成部分。本研究以教育心理学文献为基础,采用 Hattie 和 Timperley 开发的框架来探讨如何在工作室器乐课程中使用不同类型的反馈。在这项研究中,我们调查了经验丰富的大学工作室器乐教师(6 人)和他们的学生(18 人)对反馈的使用情况。结果表明,约 83% 的教师评语被归类为 "反馈"(即对学生刚才演奏的反思),而集中于 "前馈"(16%)提高演奏水平的策略和 "上馈"(1%)目标设定的评语则少得多。85% 的反馈意见是对学生刚刚完成的任务进行的评论,与之形成鲜明对比的是过程层面的反馈意见(9%),它提供了改进下一次表现尝试的策略,以及自我调节意见(1%),它提示学习者监督和控制自己的表现。对这些结果的讨论包括课堂和工作室教学实践的比较,以及如何提高器乐教师为学生提供更有针对性和更有效反馈的能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
CiteScore
3.40
自引率
7.10%
发文量
20
期刊介绍: The quarterly Journal of Research in Music Education comprises reports of original research related to music teaching and learning. The wide range of topics includes various aspects of music pedagogy, history, and philosophy, and addresses vocal, instrumental, and general music at all levels, from early childhood through adult.
期刊最新文献
Forum Publishing Preparation, Experiences, and Expectations of Music Education Faculty in Higher Education Large Group Performance Evaluation in the United States Teacher Feedback in Collegiate Instrumental Music Lessons Editor’s Forum
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1