Review of Literature: Pedagogical Content Knowledge and String Teacher Preparation

Abstract

In this literature review, we examine literature about pedagogical content knowledge (PCK) in relation to in-field and out-of-field teaching experience and pedagogical training in general education subjects, music subjects, and more specifically string music education. Out-of-field teaching has been defined as a lack of fit between teachers' preparation and their teaching assignments (Ingersoll, 1998). Our intention is to highlight the importance of providing non-string specialists who are assigned string classes with the string-specific support they need to help them be successful in their teaching careers. Hamann, Gillespie, and Bergonzi (2002) reported that 74% of the string openings between 1999 and 2001 were filled with teachers whose primary instrument was a string instrument. However, only 50% of the string openings in the 2008-2009 school year were filled by teachers with a string primary (Smith & Alexander, 2010). Smith and Alexander (2010) speculated a rise in the need for additional string educators in the future based on an aging 760970U PDXXX10.

Preparedness of Instrumental Music Majors Teaching Elementary General Music

“…Although limited in time, the participants of the current study concluded that the ACL experiences they had in Introduction to Music Education and Elementary General Music Methods were an effective form of preparation for teaching elementary general music. ACL experiences have been discussed in research regarding preservice preparation as an approach to improve teaching (e.g., Brophy, 2002; Conway 2012; Groulx, 2016; Roulston et al, 2005), develop pedagogical content knowledge (Ballantyne, 2007; Grieser & Hendricks, 2018; Millican, 2008), and affect teaching efficacy (Prichard, 2017). Core teaching practices, as identified by researchers such as Millican and Forrester (2017), may also provide a framework within which music teacher educators can support the development of undergraduate students’ skills that will be used in music teaching regardless of specialization.…”

“…Researchers have discussed out-of-specialization teaching placements and preparation in various contexts (Grieser & Hendricks, 2018; Hamann & Ebie, 2009; Parker & Powell, 2014); however, elementary general music may be the most common class non–general music specialists teach (Groulx, 2016). A few researchers have explored why instrumentalists transition to elementary general music and how this has affected their teacher identity, providing a foundation for the current research (Corfield-Adams, 2012; Kuebel, 2017; Robinson, 2010; Shouldice, 2013).…”

Interpretación de la Práctica Docente en Educación Musical

“…Así, el autor explica que existe una capacidad para adaptar aquello que los maestros entienden para sí mismos, en conceptos diseñados para el aprendizaje de los estudiantes, haciendo uso de metáforas, ejemplos demostrativos o nuevas formas de reorganización del saber (Shulman, 1987). El planteamiento inicial del CDC ha evolucionado hasta convertirse en una herramienta conceptual que sirve para comprender la manera en que funciona en la enseñanza y su proceso de desarrollo en diferentes disciplinas como las ciencias (Park & Oliver, 2008), las matemáticas (Ball et al, 2008) y la música (Grieser & Hendricks, 2018a;2018b;Millican, 2013Millican, , 2016Millican, , 2017Schiemann, 2017).…”

The relevance of general pedagogical knowledge for successful teaching

“…knowledge of mathematics; and pedagogical content knowledge (e.g. knowledge on how to teach mathematics) (Burroughs et al, 2019 [2]; Guerriero, 2017 [9]; Greenberg, Walsh and McKee, 2013 [11]). It is not entirely clear why general pedagogical knowledge has remained rather untargeted by research efforts, even though it has been widely acknowledged as an important prerequisite for successful teaching.…”