TY - JOUR
T1 - Conservatoire students’ perspectives on instrumental music teacher education
T2 - ‘Developing Pedagogical Knowledge’ (DPK) for the future music education workforce
AU - Shaw, Luan
N1 - Publisher Copyright:
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2023/6/25
Y1 - 2023/6/25
N2 - Conservatoires train musicians to high levels of proficiency in performance and other ‘principal study’ disciplines, but often, teaching is perceived as a second-class profession, and little is known about how music students learn to facilitate music making in others. Yet, conservatoires have a responsibility to contribute to the development of the music education workforce (Henley, 2011). Building on Shulman’s Pedagogical Content Knowledge model (PCK) (1986; 1987), two new constructs are created from data gathered through textual narratives and semi-structured interviews from over 100 music undergraduates who reflect on their instrumental teacher education in a UK conservatoire. Transferable Content Knowledge (TCK) encapsulates the transferable skills that students develop in a conservatoire setting, enabling them to become confident communicators and collaborators. Values-Based Knowledge (VBK) nurtures a sense of social responsibility, raising students’ awareness of the professional qualities and behaviours necessary to forge positive relationships and create stimulating learning environments. The emergent ‘Developing Pedagogical Knowledge’ (DPK) framework offers scope to explore the transition from student to teacher across other phases of education and in other disciplines.
AB - Conservatoires train musicians to high levels of proficiency in performance and other ‘principal study’ disciplines, but often, teaching is perceived as a second-class profession, and little is known about how music students learn to facilitate music making in others. Yet, conservatoires have a responsibility to contribute to the development of the music education workforce (Henley, 2011). Building on Shulman’s Pedagogical Content Knowledge model (PCK) (1986; 1987), two new constructs are created from data gathered through textual narratives and semi-structured interviews from over 100 music undergraduates who reflect on their instrumental teacher education in a UK conservatoire. Transferable Content Knowledge (TCK) encapsulates the transferable skills that students develop in a conservatoire setting, enabling them to become confident communicators and collaborators. Values-Based Knowledge (VBK) nurtures a sense of social responsibility, raising students’ awareness of the professional qualities and behaviours necessary to forge positive relationships and create stimulating learning environments. The emergent ‘Developing Pedagogical Knowledge’ (DPK) framework offers scope to explore the transition from student to teacher across other phases of education and in other disciplines.
KW - conservatoire
KW - instrumental teacher education
KW - pedagogical content knowledge
KW - developing pedagogical knowledge
UR - https://www.open-access.bcu.ac.uk/14417/
U2 - https://doi.org/10.1080/02607476.2023.2228233
DO - https://doi.org/10.1080/02607476.2023.2228233
M3 - Article
SN - 0260-7476
JO - Journal of Education for Teaching
JF - Journal of Education for Teaching
ER -