![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Pedagogical content knowledge, the particular ways that teachers understand their subjects in order to instruct others, has been described and explored in the math and science education fields in some depth, yet little research exists illustrating this concept in music instruction. I used a descriptive approach to explore expert beginning band teachers’ thinking as they viewed videotaped performances of sixth-grade instrumental music students in their first year of instruction. I categorized the expert teachers’ comments using models of pedagogical content knowledge from previous research in other subject areas in order to understand how music teachers use these skills. Teachers in the study each demonstrated a clear mental image of what they wanted to see and hear in student performances, and each used modeling, comparison, and questioning techniques to develop awareness skills in their students. The findings have implications in teacher education and teacher development in music.
References
Section:
|
Ball, D., Bass, H. (2002, May). Toward a practice-based theory of mathematical knowledge for teaching. Paper presented at the 2002 annual meeting of the Canadian Mathematics Education Study Group, Edmonton, Alberta, Canada. Google Scholar | |
|
Ball, D. L., Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60, 497–511. Google Scholar | SAGE Journals | |
|
Ballantyne, J., Packer, J. (2004). Effectiveness of preservice music teacher education programs: Perceptions of early-career music teachers. Music Education Research, 6, 299–312. Google Scholar | Crossref | |
|
Boz, N., Boz, Y. (2008). A qualitative case study of prospective chemistry teachers’ knowledge about instructional strategies: Introducing particulate theory. Journal of Science Teacher Education, 19, 135–156. Google Scholar | Crossref | |
|
Chi, M. T. H. (2006). Two approaches to the study of experts’ characteristics. In Ericsson, K. A., Charness, N., Feltovich, P. J., Hoffman, R. R. (Eds.), The Cambridge handbook of expertise and expert performance (pp. 21–30). New York, NY: Cambridge University Press. Google Scholar | Crossref | |
|
Duke, R. A., Simmons, A. L. (2006). The nature of expertise: Narrative descriptions of 19 common elements observed in the lessons of three renowned artist-teachers. Bulletin of the Council for Research in Music Education, 170. Retrieved from http://cml.music.utexas.edu/assets/pdf/DukeSimmons2006.pdf Google Scholar | |
|
Haston, W., Leon-Guerrero, A. (2008). Sources of pedagogical content knowledge: Reports by preservice instrumental music teachers. Journal of Music Teacher Education, 17(2), 48–59. Google Scholar | SAGE Journals | |
|
Hill, H. C., Ball, D. L., Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education, 39, 372–400. Google Scholar | ISI | |
|
Hill, H. C., Lubienski, S. T. (2007). Teachers’ mathematics knowledge for teaching and school context: A study of California teachers. Educational Policy, 21, 747–768. Google Scholar | SAGE Journals | ISI | |
|
Hill, H. C., Rowman, B., Ball, D. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42, 371–406. Google Scholar | SAGE Journals | ISI | |
|
Hill, H. C., Schilling, S. G., Ball, D. L. (2004). Developing measures of teachers’ mathematics knowledge for teaching. Elementary School Journal, 105(1), 11–30. Google Scholar | Crossref | ISI | |
|
Hoffman, R. R., Haynes, L. F. (2003). The boiled frog problem. IEEE: Intelligent Systems, 18(4), 68–71. Google Scholar | Crossref | ISI | |
| Interstate New Teacher Assessment and Support Consortium . (1992). Model standards for beginning teacher licensing, assessment and development: A resource for state dialogue. Washington, DC: Author. Google Scholar | |
|
Kersting, N. B., Givvin, K. B., Sotelo, F. L., Stigler, J. W. (2010). Teachers’ analyses of classroom video predict student learning of mathematics: Further explorations of a novel measure of teacher knowledge. Journal of Teacher Education, 61(1–2), 172–181. Google Scholar | SAGE Journals | ISI | |
|
Magnusson, S., Krajcik, J., Borko, H. (1999). Nature, sources and development of pedagogical ontent knowledge for science teaching. In Ness-Newsome, J., Lederman, N. G. (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95–132). Boston, MA: Kluwer Academic. Google Scholar | |
|
Meig, H. (2000). The social psychology of expertise. Mahwah, NJ: Erlbaum. Google Scholar | |
|
Millican, J. S. (2007). Secondary instrumental music teachers’ evaluation of essential knowledge and skills for successful teaching (Unpublished doctoral dissertation). The University of Oklahoma, Norman. Google Scholar | |
|
Millican, J. S. (2008). A new framework for music education knowledge and skill. Journal of Music Teacher Education, 18(1), 67–78. Google Scholar | SAGE Journals | |
|
Millican, J. S. (2010). Reverse the information and performance flow for musical understanding. Music Matters, 2(2), 4–6. Google Scholar | |
| National Council for Accreditation of Teacher Education . (2008). Professional standards for the accreditation of teacher preparation institutions. Washington, DC: Author. Google Scholar | |
|
Niermen, G. E., Zeichner, K., Hobbel, N. (2002). Changing concepts of teacher education. In Colwell, R. (Ed.), The new handbook of research on music teaching and learning (pp. 818–839). Oxford, England: Oxford University Press. Google Scholar | |
|
Phelps, G., Schilling, S. (2004). Developing measures of content knowledge for teaching reading. Elementary School Journal, 105(1), 31–48. Google Scholar | Crossref | ISI | |
|
Rowan, B., Schilling, S. G., Ball, D. L., Miller, R. (2001). Measuring teachers’ pedagogical content knowledge in surveys: An exploratory study. Retrieved from http://www.sii.soe.umich.edu/documents/pck%20final%20report%20revised%20BR100901.pdf Google Scholar | |
|
Schulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22. Google Scholar | Crossref | ISI | |
|
Stein, E. W. (1997). A look at expertise from a social perspective. In Feltovich, P. J., Ford, K. M., Hoffman, R. R. (Eds.), Expertise in context (pp. 181–194). Cambridge: MIT Press. Google Scholar | |
|
Tamir, P. (1988). Subject matter and related pedagogical content knowledge in teacher education. Teaching & Teacher Education, 4, 99–110. Google Scholar | Crossref | ISI | |
|
Veal, W. R. (2004). Beliefs and knowledge in chemistry teacher development. International Journal of Science Education, 26, 329–351. Google Scholar | Crossref | ISI |
