A Reflective Lens: Music Pedagogical Research to Transform Practice | Page 98

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

Meaningful learning results when a person is
able to actively construct and find personal
meaning within a situation.
[Falk & Dierking, 2000, p. 41]

With reflection, one is able to develop, transform and improve one’s own
teaching whether as a beginning teacher, as experienced practitioner in
the formal sectors of schools or higher education, or as artist educator.
[Hennessy, 2009, p.186]

In addition, participating in communities of practice to
share and support each other’s professional growth can
also be an effective platform and motivator for critical
reflection (Lave, 1991).
As Larrivee (2000, p.306) very aptly sums it up, “The path
to developing as a critically reflective teacher cannot be
prescribed with an intervention formula… it must be lived.”

Limitations

The following are limitations that might have impacted the
results drawn from the study:
i. We acknowledge that this research is based on the
sharing of a small sample of two teachers and readers
will need to adapt the insights to their own unique
circumstances.
ii. This research was conducted on a Primary 3 class (pupils
aged 8-9 years old), with little or no knowledge of
solfège or hand signs at the start of the intervention.

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