Jennifer Blackwell

Feedback is an important component of learning, and is an essential skill to develop in teacher education. However, research on feedback in music teaching and learning has not yet explored the process of learning to give feedback in music teaching settings. Therefore, the purpose of this study was to explore the experiences of preservice music teachers learning to give feedback in instrumental music contexts. Participants ( N = 11) were enrolled in a woodwind methods course designed for K-12 group music teaching settings in the United States, in which they learned techniques for teaching and performing woodwind instruments, and extensive class time was used to develop skills in providing feedback on performance. Using interviews, researcher journals, student reflections, and observations of feedback activities, this research explored how students make sense of their experiences in learning to give and receive appropriate educational feedback. Findings included enriched understanding of feedback, the importance of rapport in the feedback process, the importance of expertise and issues of trust, and changes in preservice teacher’s perceptions of effective feedback over time. We suggest that deliberate, scaffolded, and prolonged development of feedback skills helps preservice teachers to develop confidence and competency in the art of feedback.

The purpose of this survey study was to explore the relationships between well-being and adaptability among music teacher educators in the United States during the 2020–2021 academic year. We used an online questionnaire to collect data related to demographics, well-being, adaptability, and academic year events. The 85 participants reported relatively high levels of psychological well-being and adaptability. Specific adaptability attributes (e.g., ability to draw on positive feelings and emotions when confronted with new situations in the classroom) were found to be significant predictors of overall well-being.