2025 Theses Doctoral

“I wanted to be known by them”: Teachers’ Perceptions on Reflective Practice in Applied Keyboard Instruction

Katz, Hila; Marsick, Victoria J.

The literature on adult learning acknowledges reflection as essential and transformative in the process of learning. There are also recent studies demonstrating the value of reflective practice for the field of music education, with such benefits including awareness to one’s strengths and weaknesses, increased mindfulness and confidence, and effectively planning for future improvement. However, there is a dearth of research on the use of reflective practice in applied instruction – both teachers’ methods of reflection on their work, and the use of reflective practice for their students; and not enough is known on whether applied teachers perceive reflective practice as valuable.

This qualitative study examined applied keyboard teachers’ perceptions on reflective practice, whether they use it in their work and if so in which manner, and how the use of reflective practice affects the teacher-student relationship. Semi-structured interviews were conducted with four experienced keyboard instructors working in postsecondary institutions, and focus group sessions were held with their students. Data from the interviews and focus groups were transcribed, coded, and grouped into inductive themes, and thereafter underwent cross-case analysis.

The findings revealed that teachers’ perceptions of reflective practice, their use of it, and its effect on the teacher-student relationship, are inextricably connected. All teachers reported using reflective methods with students, and most believed in the necessity of self-reflection on their own teaching. Additionally, most teachers were not trained in the use of reflective practice and were not sure how it is defined in applied instruction; having learned it from observing their own teachers, each used it differently, according to their personality and teaching philosophy, and based on their students’ idiosyncratic learning needs. In addition, the balance between the master-apprentice and learner-centered approach in different teachers’ work emerged as influencing their use of reflective practice.

Interview and focus group participants viewed reflective practice as beneficial and highly advantageous, and as having a positive effect on the teacher-student relationship. Several challenging attributes of reflective practice were also described, such as reflection as excessive, time consuming, causing discomfort and provoking self-criticism.

The study provides a definition of reflective practice for the field of applied instruction, and shows its value for teachers and students alike, alongside the necessity of providing training to assist instructors in using reflective practice effectively, while addressing any potential shortcomings.