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Linguistic Indicators of Reflective Practice among Music Education Majors

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Title: Linguistic Indicators of Reflective Practice among Music Education Majors
Language: English
Authors: Springer, D. Gregory, Yinger, Olivia Swedberg
Source: Journal of Music Teacher Education. Feb 2019 28(2):56-69.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Music Teachers, Music Education, Preservice Teachers, Student Attitudes, Peer Teaching, Teaching Methods, Reflection, Computational Linguistics, Computer Software, Language Usage, Form Classes (Languages), Positive Attitudes, Negative Attitudes, Teacher Educators, Psycholinguistics, Preservice Teacher Education, Musical Instruments
DOI: 10.1177/1057083718786739
ISSN: 1057-0837
Abstract: The purpose of this study was to examine linguistic indicators of reflective practice in preservice music teachers' written reflections following peer-teaching experiences. In an instrumental rehearsal techniques course, eight preservice music educators completed four peer-teaching episodes and submitted a written reflection after each episode. Reflections were analyzed with "Linguistic Inquiry and Word Count" software to examine students' usage of pronouns (first-person singular, first-person plural, third-person singular, and third-person plural), temporal focus words (past-, present-, and future-focused words), and affect words (positive- and negative-emotion words). Results indicated significantly more first-person singular words over all other types of pronouns, fewer future-focused words than past- or present-focused words, and more positive-emotion words than negative-emotion words. These linguistic results were observed across all episodes (i.e., they did not change across time). Results are interpreted in light of previous linguistic analysis literature, and implications for music teacher educators are discussed.
Abstractor: As Provided
Number of References: 32
Entry Date: 2019
Accession Number: EJ1203641
Database: ERIC
FullText Text:
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  Data: Linguistic Indicators of Reflective Practice among Music Education Majors
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  Data: <searchLink fieldCode="AR" term="%22Springer%2C+D%2E+Gregory%22">Springer, D. Gregory</searchLink><br /><searchLink fieldCode="AR" term="%22Yinger%2C+Olivia+Swedberg%22">Yinger, Olivia Swedberg</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Music+Teacher+Education%22"><i>Journal of Music Teacher Education</i></searchLink>. Feb 2019 28(2):56-69.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 14
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Music+Teachers%22">Music Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Music+Education%22">Music Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Computational+Linguistics%22">Computational Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Form+Classes+%28Languages%29%22">Form Classes (Languages)</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Attitudes%22">Positive Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Negative+Attitudes%22">Negative Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Psycholinguistics%22">Psycholinguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Musical+Instruments%22">Musical Instruments</searchLink>
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  Data: 10.1177/1057083718786739
– Name: ISSN
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  Data: 1057-0837
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this study was to examine linguistic indicators of reflective practice in preservice music teachers' written reflections following peer-teaching experiences. In an instrumental rehearsal techniques course, eight preservice music educators completed four peer-teaching episodes and submitted a written reflection after each episode. Reflections were analyzed with "Linguistic Inquiry and Word Count" software to examine students' usage of pronouns (first-person singular, first-person plural, third-person singular, and third-person plural), temporal focus words (past-, present-, and future-focused words), and affect words (positive- and negative-emotion words). Results indicated significantly more first-person singular words over all other types of pronouns, fewer future-focused words than past- or present-focused words, and more positive-emotion words than negative-emotion words. These linguistic results were observed across all episodes (i.e., they did not change across time). Results are interpreted in light of previous linguistic analysis literature, and implications for music teacher educators are discussed.
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  Data: 2019
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  Data: EJ1203641
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        Value: 10.1177/1057083718786739
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      – SubjectFull: Music Teachers
        Type: general
      – SubjectFull: Music Education
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Musical Instruments
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