Living Contradictions: A Self-Study by an Instrumental Music Teacher Educator

Oct 15, 2026

Living Contradictions explores how an instrumental music teacher educator uses self-study to examine ensemble rehearsal behaviors alongside those of preservice teachers in an upper-division band methods course. Teaching videos, journals, and written feedback are collected and analyzed to compare enacted feedback strategies with the advice the educator offers. Findings indicate more constructive student feedback contrasted with more critical self-analysis, shaped by shifting views of students’ pedagogical skills.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Contributions to Music Education

Living Contradictions: A Self-Study by an Instrumental Music Teacher Educator

Review of the Literature

Self-Study

Contributions to Music Education Vol. 48 (2023), pp. 59-78. Lisa D. Martin Bowling Green State University Living Contradictions: A Self-Study by an Instrumental Music Teacher Educator In education, the term living contradictions refers to “holding educational values whilst at the same time negating them” in practice (Whitehead, 1993, p . 17), and self-study research often begins with a question surrounding such living contradictions . In this selfstudy, I implemented an instrumental case study design to explore my own ensemble rehearsal behaviors alongside those of preservice teachers enrolled in an upper-division band methods class . In comparing these behaviors, I aimed to determine the ways in which I enacted the teaching strategies I espoused when providing feedback to those preservice teachers in comparable field experience teaching scenarios . In other words, was I living the advice I provided preservice teachers? Or, was I embodying living contradictions in my work, and if so, in what ways? Data in the form of teaching videos, journals, and written feedback were collected and analyzed . Overall, feedback offered to students was more constructive in nature, while my self-analysis was more critical . Relatedly, my feedback to students suggested I perceived their emergent pedagogical skills as malleable, while myself-analysis reflected a more fixed perspective of personal strengths and challenges . The discussion centers on resultant living contradictions and considerations for music teacher educators, including how to embrace fluid conceptualizations of best practice . Keywords: self-study, music teacher education, reflective practice Music teachers cultivate and refine pedagogical skill sets through focused practice and intentional reflection. The dynamic relationship between practice and reflection can foster teachers’ capacity to “recognize, develop, and articulate a knowledge about practice” (Loughran, 2002, p. 38) . This deepened knowledge can empower teachers, at all career stages, to effectively identify opportunities for growth and select appropriate strategies to meet consequent goals. The inquiry process driving this approach to personalized professional development may take many forms, including action research and various self-study methods (Hookey, 2002) . Contributions to Music Education Notably, reflectively examining one’s practice may reveal what Whitehead (1998, 1993, 2000, 2009) refers to as living contradictions; that is,“holding educational values whilst at the same time negating them” in practice (1993, p. 71) . Indeed, many teachers may find that some pedagogical choices and behaviors exhibited in the classroom are at odds with what they believe to be best practice (Pinnegar & Hamilton, 2009; Samaras, 2011) . For instance, a classroom guitar teacher might value providing students with clear, music-specific feedback. However, upon examining a video of their teaching, they may notice the high incidence of generic feedback they provide. To address the pervasive concern of living contradictions, Whitehead (1993) suggests prioritizing the question,“How do I live my values more fully in my practice?”(p. 17) . Teacher educators across various disciplines have investigated this question within the context of their own classrooms, often in response to noticing inconsistencies between their practice, their values, and consequent expectations they established for their students (Alderton, 2008; Elgersma, 2012; Keast & Cooper, 2012). Loughran (2005) contends that in order to effectively live one’s pedagogical values, teacher educators should be transparent about when and how these living contradictions surface in the classroom. Certainly, such openness necessitates professional vulnerability, which some teacher educators may find uncomfortable. However, Loughran and Berry (2005) suggest that transparent, professional critique is an important step in both learning about teaching and u

FAQs

What research problem does the self-study investigate?

It investigates “living contradictions,” meaning holding educational values while negating them in practice, and asks how the educator lives the advice provided to preservice teachers.

How is the study carried out and what data are used?

An instrumental case study design is implemented using teaching videos, journals, and written feedback, then comparing rehearsal and feedback behaviors across the educator and preservice teachers.

What does the study suggest about feedback and self-analysis?

Feedback to students is described as more constructive, while the educator’s self-analysis is more critical. The educator’s feedback reflects a view of students’ skills as malleable, while self-analysis reflects a more fixed view of personal strengths and challenges.

Oct 15, 2026

Uploaded by RuangKosong