Video Recorded Feedback for Self Regulation of Prospective Music Teachers in Piano Lessons

By Deniz, Jale | Journal of Instructional Psychology, March 2012 | Go to article overview

Video Recorded Feedback for Self Regulation of Prospective Music Teachers in Piano Lessons


Deniz, Jale, Journal of Instructional Psychology


The main purpose of the study is enabling the prospective teachers to make self-regulations by video recording their piano performances with their instructors and feedbacks of their instructors and detect the views of specific students concerning these video records. The research was carried out during 2008-2009 academic year in Marmara University, Ataturk Faculty of Education, Department of Music Teacher Education. In the research, four prospective teachers from different grades have been covered and data have been gathered through semi-structured interviews. The results, in general, showed that prospective teachers had benefited and positive experiences from their video records. The prospective teachers also reported that the use of video records of their piano performances as feedback improve the quality of their piano performances.

Key Words: Self regulation, feedback, piano education, performance evaluation, video recording

**********

As of 2005-2006 academic year, The Ministry of National Education started to gradually adapt the secondary education curriculum into constructivist teaching approach. Similar practices have taken place in elementary education curriculum as well. Within this framework, certain regulations based on constructivist approach have been set to implement in elementary school (1st-8th grades) starting from 2007-2008 academic year (MEB, 2007). All these regulations in the curriculums of primary and secondary education have inevitably affected curriculums of higher education institutions for teacher training as well. Consequently prospective teachers have been more equipped regarding practices and learning experiences reflecting constructivist approach in the curriculums of primary and secondary education institutions they are to be employed after graduation. Parallel to the other fields, in music teacher training programs as well, efforts that fit into constructivist teaching approach have been made.

Constructivism is a knowledge theory or philosophical explanation concerning the nature of learning. Constructivism underlines that by forming teaching and learning experiences in a way to activate students' thoughts we should assist them in structuring new information (Schunk, 2009:275). The main point in constructivism is that the learner constructs new information based on his/her past experiences and knowledge. Nonetheless, as stated by Acikgoz (2008:67) too, constructivism is not explaining the way to perform teaching but rather the way how student learns; hence the reflection of constructivism in class environment is possible only via active learning methods.

In active learning, the learner bears the responsibility for his/her own learning process. Active learning is the kind of a learning process where learner is given the opportunity to take decisions regarding several aspects of learning process and make self-regulation and it is a system where the learner is forced to employ his/her mental skills while learning by means of complex teaching practices (Acikgoz, 2008:17). Throughout this process, use of metacognitive skills plays a significant role in enhancing the quality of learning process.

Constructivist theory of Vygotsky concerning human development led him to self-regulation. Vygotsky believed that human beings and their cultural environments structured interactive social systems. By means of communication and action, folks around children taught them the tools they need to gain skills (such as language, symbols, signs etc.). As these tools are employed within the system students develop higher levels of metacognitive functions like concept acquisition or problem solving. When he employed the term 'high mental function' Vygotsky pointed to an intentionally driven thought system. From this perspective, self-regulation may be viewed as a high mental function. Self-regulation includes in itself the coordination of mental procedures like memory, planning, synthesis and evaluation. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Video Recorded Feedback for Self Regulation of Prospective Music Teachers in Piano Lessons
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.