Rebecca B. MacLeod

The purpose of this study was to compare preservice music teachers’ self-reflections about their teaching from two perspectives: immediate reflection and video reflection. Preservice music teachers’ reflections were analyzed, and 22 codes emerged. Our analysis of the preservice music teachers’ reflections found that the 22 codes aligned with self, task, and student impact concerns as outlined by Fuller and Bown (1975). Preservice music teacher reflections focused primarily on task concerns (1,137), followed by self-concerns (441) and student impact concerns (343). A significant difference was found between immediate and video reflections for self-concerns ( W = −98 p = .02) but not for task or student impact concerns. Self-concerns about musical leadership, teacher talk, and teacher delivery were mostly noted following video reflections, while concerns of student engagement, student success, teaching strategies, student assessment, and feedback were referenced immediately following their lesson.