Thesis (M.A.T.) -- School for International Training, 2006. / Advisor -- Bonnie Mennell Includes bibliographical references (leaves 64-65).

This thesis examines the reflection skills of student English teachers at the Faculty of Education at Charles University in Prague during their teaching practice. The theoretical part introduces the reflective teaching model and looks into the phenomena of the teacher as reflective practitioner. The empirical part deals with the trainee teacher's reflection and methods, topics, depth and frequency. A significant part of the research also examines the influence of university employees (teacher mentors, supervisors, methodologists) as incentive supporters of the students' professional development regarding reflection. Key words: reflection, reflective cycle, reflective practitioner, trainee teacher, teaching practice, teacher mentor, supervisor, teacher education

The purpose of this research was to explore how music student teachers make sense of classroom events during the student teaching internship using a required Video Reflection Assignment. Three questions guided this study: 1) How did student teachers use aspects of three-dimensional narrative space (temporality, sociality, and space) to story classroom events? 2) What aspects of Reflective Practice did student teachers illustrate in their Video Reflection Assignments? 3) How did student teachers reveal their identities as musicians and teachers through their reflections? Data were Video Reflection Worksheets (VRW), video-recorded teaching episodes (videos), and participant questionnaires. Analysis combined narrative, case study, and grounded theory techniques. Participants' answers on VRWs revealed aspects of their musician and teacher identities, dilemmas of practice caused by classroom events and conflicting stories with cooperating teachers, and provided insight into the ways participants either rationalized or reflected on classroom events. Results of the study contribute to the profession's understanding of the interplay of musician and teacher identities, and point to the importance of attending to narratives of identity revealed in student teachers' reflections through language use, as well as the alignment of student teachers' and cooperating teachers' storied identities when assigning internship placements. Additionally, results raise important questions concerning student teachers' abilities to use reflective assignments like the one in this study to self-reflect, and point to the usefulness of three-dimensional narrative space and MacKinnon's clues to detecting reflective activity for reframing teacher-educator's evaluations of student teachers' reflections. / Music Education