The impact of critical reflection on a private practice singing teacher's thinking

Leiper, Tara E. (2012) The impact of critical reflection on a private practice singing teacher's thinking. Ed.D thesis, University of Glasgow.

Abstract

This situated self-as-researched investigation explores the impact of critical reflection on a private practice singing teacher’s thinking. The project is based upon the use of five ‘vehicles’ through which to develop the skills of critical reflection, these being journal writing, personal writing, critical incident technique, narrative inquiry and ideology critique. Each of these vehicles is used to undertake critical reflection of singing teaching practices whereby values and assumptions are interrogated. Each of the vehicles of critical reflection used in this inquiry is evaluated for their ease of use and effectiveness in enabling critical reflection processes to be developed in the participant. Engaging in critical reflection presents the possibility for transformative learning (Mezirow 1990) whereby frames of reference are challenged and altered as a result of the processes undertaken and examples of this in action are included in this research report. This dissertation contributes to the small but growing body of research in the area of private professional music education. The private instrumental and vocal teacher often works in an isolated environment with limited development opportunities available. This research proposes that critical reflection may be a viable tool for professional development and practice improvement.

• Item Type: Thesis (Ed.D)
• Qualification Level: Doctoral
• Keywords: critical, reflection, singing, teacher, thinking,
• Subjects: L Education > LB Theory and practice of education
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: Baumfield, Dr. Vivienne
• Date of Award: 2012
• Depositing User: Mrs Tara Leiper
• Unique ID: glathesis:2012-3417
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 07 Jun 2012
• Last Modified: 10 Dec 2012 14:06
• URI: https://theses.gla.ac.uk/id/eprint/3417