A Reflective Lens: Music Pedagogical Research to Transform Practice | Page 82

Becoming a Reflective Practitioner:
A Music Teacher’s Exploration of Singing Games

At the end of the intervention period:
A.

Pupils provided overall feedback
questionnaire and in-depth interview.

B.

Focused Group Discussions were conducted by my
co-teacher-researcher Mr Salleh.

C.

Lessons were transcribed and field notes included.
The video recordings were transcribed for analysis
and field notes were taken and coded alongside with
it to provide a triangulation of data.

through

a

The Reflective Practitioner
Reflection on Action for Educators
Demands on teachers have changed due to the changing
landscape of education: the policies, the pupils and the
technology that is available. Teachers need time and the
tools to reflect on their teaching (Burnard, 2008).
Classroom teaching is a process in which unexpected things
frequently arise, often upsetting our most thought-out and
well-laid lesson plans. As educators, we often have to think
on our feet and make adjustments according to the flow of
the lessons and the dynamics and knowledge of our pupils
(Beck & Kosnik, 2001). Thus, knowingly or unknowingly, we
are practising reflection-in-action (Schon, 1983) where we
draw upon internalised knowledge to inform and guide
current behaviour in the immediate situation (Wilson, 2008).
Reflection on practice, according to Schmidt (2000), is
where most efficient practitioners learn from; by looking
back at the end of the day at the ambiguous aspects and
reflect and question their assumptions, roles, strategies
and framing of the situation. This aspect of reflection has
to be intentional to be effective.

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