A Reflective Lens: Music Pedagogical Research to Transform Practice | Page 44

Use of Reflective Practice in Developing Students’ Listening and
Ensemble Performing Skills in Guitar Ensemble Co-Curricular Activity

Handwritten journals were done for the first two journals
and subsequently for Journal 3 to Journal 5, the mode
of journaling was switched from handwritten to email.
Members were allowed to complete their reflection at
home and submit via email by the following day.
There was an inclusion of instructor’s feedback in Journal
3. All the emailed submissions of the members’ Journal
3 reflections were forwarded to the instructor for him to
read and provide comments. These comments were then
given back to the members to read in the following week.
A short interview with the instructor was also conducted on
the following week to get his perspective on the reflection
journals. The instructor’s responses in this report are
presented using the fictitious name Mr Tan.
Data Collection and Instrumentation
Data was collected in the form of reflection journals,
audio recordings of instructor interviews, as well as video
recordings of practice sessions and small group reflective
dialogues with the four selected members. Some of
the questions asked in the reflective dialogues with the
four selected members were extensions of the journal
questions, prompting them to share a deeper reflection in
greater detail and eliciting more responses.
Data Analysis
The video recordings of practice sessions and small group
reflective dialogues were transcribed for data analysis.
Results of the transcripts and members’ responses to the
reflection journals were then coded and categorised into
various themes that were inherently connected to the
research questions of this study to present the findings.

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