Pre-service Elementary Teachers` Perception and Satisfaction about the Instructor`s Feedback in Pedagogy of Music Subject

ABSTRACT

The purpose of this study is to survey pre-service elementary teachers` perception and satisfaction about the instructor`s feedback in pedagogy of music subject. A total of 407 pre-service elementary teachers participated in this study, and their perception was obtained through questionnaire. The results from the study are as follows: First, 82% of pre-service elementary teachers answered that the instructor`s feedback is necessary for developing teaching-learning process plans and understanding the pedagogy of music subject. Second, nearly 70% of pre-service elementary teachers preferred the reserved feedback. It means that they would like to have a chance to modify their mistakes before instructor gives right/wrong answers immediately. Third, 72% of pre-service elementary teachers would prefer receiving the instructor`s feedback after the teaching practice rather than receiving the instructor`s feedback during the teaching practice. Lastly, the instructor`s feedback contributed to fostering academic achievement toward music subject and to understanding the practice teaching in pedagogy of music subject.