Pre-service music teacher perceptions of peer feedback

The purpose of this case study was to examine pre-service music teachers' perceptions of peer feedback from two different vantage points (giving and receiving). Music education majors (N = 4) enrolled in a choral music teaching methods course were asked to develop a series of lessons over a semester, teach them to their peers, and provide oral and written feedback. Each student also participated in five post-lesson interviews. Participants expressed appreciation for receiving and giving feedback and perceived feedback from peers as more empathetic than feedback received from the instructor. All participants reported that peer feedback was helpful and most felt that time together helped them feel more comfortable and supported. Implications for teaching and research are discussed.