When Content Matters - Capturing and Developing Preschool Student Teachers´ Pedagogical Content Knowledge in Music
2017 (English)In: ABSTRACTS: SENIOR RESEARCH: NNMPF 2017: The 22nd Annual Conference of the Nordic Network for Research in Music Education, March 14-16 2017, 2017, 37-37 p.Conference paper, Abstract (Refereed)
This study focuses on a group of preschool student teachers´ reflections of their Pedagogical Content Knowledge (PCK) during a 10-week music methods course. The student teachers created Content Representations (CoRe) when planning before and reflecting after their music lessons in a preschool context. The analysis of written reflections in CoRe protocols about the teaching of “Dynamics” indicates changes in focus between CoRe 1 and CoRe 2, suggesting a development of PCK. More specifically it was a progress from children gaining experience to children´s understanding, from teaching strategies to children´s learning, and from the teacher governing the activity to involve children collaboration. In conclusion, this approach to enhancing preschool teachers´ professional development in music adapting a CoRe based methodology has a promising potential to make their PCK more explicit and elaborate.
Place, publisher, year, edition, pages
2017. 37-37 p.
preschool, PCK, music, teacher education, CoRe (design)
IdentifiersURN: urn:nbn:se:hh:diva-33599OAI: oai:DiVA.org:hh-33599DiVA: diva2:1083490
NNMPF 2017, Nordiskt nätverk för musikpedagogisk forskning 2017 / The 22nd conference of Nordic Network for Research in Music Education, Academy of Music and Drama, University of Gothenburg, Gothenburg, Sweden, March 14–16, 2017