Music teachers' perspectives on live and video-mediated peer observation as forms of professional development

Alfredo BAUTISTA ARELLANO, Joanne WONG, Alberto CABEDO-MAS

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Abstract

The purpose of this interview study, conducted with 12 primary music teachers in Singapore, was to determine whether peer observation is viewed as a learning approach that may contribute to professional growth. We found that both specialist and generalist music teachers highly valued peer observation and were optimistic about the use of video-mediated peer observation. As a form of professional development, peer observation appears to enhance understanding and application of teaching strategies, allows teachers to anticipate students' reactions during lessons, and builds their confidence as instructors. Video-mediated peer observation, which is both convenient and easily accessible, provides contextualized examples of effective classroom practices. We conclude that peer observation activities are most meaningful and transformative when they are responsive, that is, designed with music teachers' voices and professional development needs in mind. Copyright © 2018 National Association for Music Education.
Original languageEnglish
Pages (from-to)28-42
JournalJournal of Music Teacher Education
Volume28
Issue number3
Early online dateDec 2018
DOIs
Publication statusPublished - Jun 2019

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music teacher
video
need development
teaching strategy
Singapore
Professional Development
Music Teacher
Peers
instructor
confidence
classroom
teacher
interview
learning

Citation

Bautista, A., Wong, J., & Cabedo-Mas, A. (2019). Music teachers' perspectives on live and video-mediated peer observation as forms of professional development. Journal of Music Teacher Education, 28(3), 28-42. doi: 10.1177/1057083718819504

Keywords

  • Live peer observation
  • Music teacher professional development
  • Primary school teachers
  • Responsive professional development
  • Video-based peer observation