“Reflective practice, classroom management, and field experience have appeared regularly as key curricular experiences that contribute to student teachers’ preparation; discussion and suggestions for research and practice in these three areas follow. Reflective practice as a curricular component seems to be effective in promoting preservice music teachers’ growth, particularly during student teaching.” (p.58)

Draves, T. J. (2013). Transition from Student to Teacher–Student Teaching: The capstone experience. Journal of Music Teacher Education, 23(1), 50-62. doi:10.1177/1057083712474935