Abstract
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.
Original language | English |
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Pages (from-to) | 51-65 |
Journal | Music Education Research International |
Volume | 2 |
Publication status | Published - 2008 |