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Abstract
The purpose of this descriptive study was to explore experienced general music teachers’ decision-making processes. Participants included seven experienced, American general music teachers who contributed their views during two phases of data collection: (1) responses to three classroom scenarios; and (2) in-depth, semi-structured, follow-up interviews. Analysis using a constructivist approach revealed that participants reported making distinct decisions during the planning, instruction, and reflection stages of teaching. During planning, their focus was on developing clear goals and objectives, encouraging a life-long love of music, and fostering responsible citizenship. During instruction, they made decisions guided by specific formal and informal methodologies to build on previously taught concepts and to support classroom management. After instruction, participants’ responses highlighted the importance of being flexible, their own professional development, and student assessment. While other studies have examined general music teachers’ instructional processes in methodology-specific practices, this study offers insights from experienced general music teachers regarding their decision-making processes when responding to classroom scenarios. Implications for future research include improving in-service teachers’ self-awareness, advancing professional development for experienced teachers, and enhancing the effectiveness of music teacher education programs.
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