Instrumental music teacher perceptions regarding student self-regulation of music learning

Abstract

In this study I examined instrumental music teacher's perceptions regarding student self-regulation of music learning. Relying on an interpretivist approach to an instrumental collective case study, data were collected from six instrumental music teachers who gave two in-depth interviews each. The McPherson and Zimmerman (2011) music learning theory served as the theoretical framework for this study and the Zimmerman (1989) self-regulated learning strategies were used to interpret the participant's perceptions. Data were analyzed using both with-in case and cross-case analyses. Findings from this study revealed that most of the participants used instructional strategies oriented towards the forethought phase of the theory. They also used instructional strategies that were oriented with the performance phase of the theory when they focused on student home practice. The participants believed that the most important self-regulation strategies their students could adopt were self-evaluation, goal-setting and planning, and social-seeking assistance. Future research could focus on how students develop into self-regulating learners, the effect guided instruction in the self-regulated problem-solving process could have on instrumental music student's academic achievements, and providing preservice music teachers with instruction in teaching self-regulation.