Redefining the learning walk: An innovative approach to reflective practice for the conductor-music educator

An adapted Participatory Learning Walk (PLW) model has the potential to generate powerful teacher reflection, inform educational practice and in turn enhance student learning. This paper presents the case for developing an adapted learning walk model (ongoing, structured classroom visits by senior staff members and other colleagues) to facilitate reflective practice and improve student learning in ensemble music education. A qualitative action research methodology was employed to explore what is known by researchers and educators about reflective practice, learning walks and music ensemble settings. The study examined the links between these areas in order to enhance professional learning for music educators and to highlight the centrality of student learning in reflective practice. Findings presented in this paper are part of a larger study with data drawn from the experiences of three participatory learning walkers, three student ensemble members and the conductor-music educator (CME). The instrumental case study of “Vaughan,” one of the participatory learning walkers (visiting ensemble member for the purpose of the walk) is presented in the paper. It underlines the benefits of collaborative reflective practice and serves to illustrate the benefits of a participatory learning walk to stakeholders. This paper provides a point of departure to engage ensemble music educators in ongoing professional discussions about their reflective practices.