Lessons from teaching practice: Self-perceptions of student teachers

Abstract

The long established practice of teaching practicum, in which students carry out the role of teacher whilst being supervised by a mentor teachers at the school and a visiting university supervisor, is well recognised as the most valuable and important part of preparing for the school teaching profession. The opportunity to reflect on the teaching experiences is a necessary part of refining and addressing aspects which require furher development. The formal teaching report may highlight strengths and weaknesses, and provides guidance for the student when preparing for later practicum and for the profession. Sharing reflections of teaching practice with peers can assist in the process of identifying one’s strengths and weaknesses. This paper aims to explore the perceptions of student teachers when considering their own strengths as well as areas that require further development. Data were collected from student teachers in music at the University of Adelaide over a 4-year period (2003-2006 inclusive). Each cohort of students attended a seminar and completed a questionnaire shortly after the conclusion of their practicum blocks. This paper reports on their perceptions and identifies common aspects which may be of some relevance to other tertiary music educators.