Recently, many researchers and scholars have focused on reflective teaching to support good practices in teaching. For effective reflection, it is necessary to encourage teachers’ reflection by promoting collaboration during which they can discuss various teaching issues and problems while supporting each other. The purpose of this study was to investigate Korean preservice music teachers’ experience in collaborative reflection sessions. I used data collected through observations, the participants’ reflective journals, and individual interviews. The results showed that as the participants gained experience while observing and teaching music classes, the contents of their reflections on technical and practical matters became more varied. Additionally, the participants’ reflective thinking, applied critically, tended to focus on the social context of the music classroom. In addition, participants predominantly showed technical level of reflective thinking rather than practical and critical levels. Finally, the results revealed that the collaborative approach enabled prospective music teachers to broaden the scope of their reflective thinking, and a sense of emotional safety in the collaborative group allowed them to honestly confront their own teaching worries and problems.

最近，许多研究人员和学者将重点放在反思性教学上，以支持良好的教学实践。为了有效地进行反思，有必要通过促进合作来鼓励教师进行反思，在此过程中他们可以在互相支持的同时讨论各种教学问题。这项研究的目的是调查韩国职前音乐教师在合作反思会议中的经验。我使用通过观察，参与者的反思日记和个人访谈收集的数据。结果表明，随着参与者在观察和教授音乐课时获得经验，他们对技术和实践问题的反思内容也变得更加多样化。此外，参与者的反思性思维在批判性地运用，倾向于关注音乐教室的社交环境。此外，参与者主要表现出反思性思维的技术水平，而不是实践和批判性水平。最后，结果表明，这种合作方式使准音乐教师能够拓宽他们反思性思维的范围，并且通过合作小组的情感安全感，他们可以诚实地面对自己的教学担忧和问题。