The purpose of this collective case study was to explore the self-initiated reflective practices of early and late career inservice music teachers in a variety of educational settings. This research was guided by the following questions: (a) How do music teachers in a variety of settings and career stages describe the reasons they engage in reflective practice? (b) How do early and late career music teachers describe their reflective practices and strategies? (c) What are the foci described in the reflective practices of early and late career music educators? The analysis generated categories of dispositions to improve teaching and student learning, reflective strategies and resources, and focus of reflection. The primary findings from this study suggest that music teacher participants understood the value and need to reflect for their own growth and development as teachers and for student learning. Participants articulated that they used similar processes and strategies in their reflective practices. The teachers in this study gravitated toward reflecting on student-related concerns and instruction and developed networks of reflective support. Expanding time and collaborative resources for reflection, developing guided frameworks for reflection, and supporting implementable reflective strategies to broaden thinking about practice may enhance the reflective initiatives of both early and late career music educators.

本集体案例研究的目的是探索早期和晚期职业音乐教师在各种教育环境中的自我反思实践。本研究以以下问题为指导：(a) 不同环境和职业阶段的音乐教师如何描述他们参与反思练习的原因？(b) 早期和晚期职业音乐教师如何描述他们的反思实践和策略？(c) 在职业早期和晚期职业音乐教育者的反思实践中描述的焦点是什么？分析产生了改善教学和学生学习的倾向类别、反思策略和资源，以及反思的重点。这项研究的主要发现表明，音乐教师参与者理解为自己作为教师的成长和发展以及学生学习而反思的价值和需要。参与者明确表示，他们在反思实践中使用了类似的过程和策略。本研究中的教师倾向于反思与学生相关的问题和指导，并建立了反思支持网络。扩大反思的时间和协作资源，制定反思的指导框架，支持可实施的反思策略以拓宽对实践的思考，可能会增强早期和晚期职业音乐教育者的反思主动性。参与者明确表示，他们在反思实践中使用了类似的过程和策略。本研究中的教师倾向于反思与学生相关的问题和指导，并建立了反思支持网络。扩大反思的时间和协作资源，制定反思的指导框架，支持可实施的反思策略以拓宽对实践的思考，可能会增强早期和晚期职业音乐教育者的反思主动性。参与者明确表示，他们在反思实践中使用了类似的过程和策略。本研究中的教师倾向于反思与学生相关的问题和指导，并建立了反思支持网络。扩大反思的时间和协作资源，制定反思的指导框架，支持可实施的反思策略以拓宽对实践的思考，可能会增强早期和晚期职业音乐教育者的反思主动性。