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Abstract
The quality of verbal feedback teachers provide to students in the instrumental music classroom is directly related to students’ real-time performance and execution of rehearsed music. The purpose of the first study (see Chapter 2) was to examine the quality of pre-service music educators’ verbal feedback in the context of secondary-level instrumental ensemble rehearsals through the development and validation of a verbal feedback evaluation scale. The Pre-Service Music Teacher Verbal Feedback Evaluation Scale is based on a four-point Likert-type scale including 35 criteria embedded within five instructional domains. Implications for quality teaching and rehearsals, as well as pre-service music education training in the secondary-level instrumental classroom are discussed.The purpose of the second study (see Chapter 3) was to examine the self-assessment accuracy of pre-service music educators’ quality of verbal feedback in the context of secondary-level instrumental ensemble instruction. The Pre-Service Music Teacher Verbal Feedback Evaluation Scale was used to examine the accuracy between content experts’ evaluation of students and students’ self-evaluation for the same teaching episode at both item and domain levels.
The purpose of the third study (see Chapter 4) was to determine if pre-service music educators could be grouped by common patterns into distinct typologies based on the quality of their verbal feedback in the music ensemble rehearsal. Considerations for the inclusion of self-assessment accuracy measures in teacher preparation curricula and its role in improving student-teacher communication, instructional quality, differentiated instruction, and reflective practice are discussed.