This study concerned the development of reflective practices for both a choral teacher trainer and a mentor working in a school rehearsal setting. An overall aim was to investigate the development of a mentoring process for choral teacher training. Data were generated from participants through self-reflection, focusing on aspects for a comprehensive model for choral teacher training. Owing to the practical nature of the study, the study was regarded as ethnography, in a form of participant observation. The work had the added value of being part of a trial peer support attachment scheme for a teacher-training institute. It was regarded as a way of training academic staff as well as school teachers and students. The results of the investigation revealed that this kind of reflection-in-action could produce a very positive cycle of reflection for both the teacher trainer and the mentor. Copyright © 2008 USF CoTA School of Music.
|Journal||Music Education Research International|
|Publication status||Published - 2008|