Conservatoire students’ perspectives on instrumental music teacher education: ‘Developing Pedagogical Knowledge’ (DPK) for the future music education workforce

Shaw, Luan (2023) Conservatoire students’ perspectives on instrumental music teacher education: ‘Developing Pedagogical Knowledge’ (DPK) for the future music education workforce. Journal of Education for Teaching. ISSN 0260-7476

Preview	Text Conservatoire students perspectives on instrumental music teacher education Developing Pedagogical Knowledge DPK for the future music education.pdf - Published Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (707kB)
Preview	Text Figure and Tables FINAL.pdf - Additional Metadata Available under License Creative Commons Attribution Non-commercial. Download (110kB)
Preview	Image (DPK model) DPK model600.tif - Accepted Version Available under License Creative Commons Attribution Non-commercial. Download (32kB)

Abstract

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.

Item Type:	Article
Identification Number:	10.1080/02607476.2023.2228233
Dates:	Date Event 30 April 2023 Accepted 25 June 2023 Published Online
Uncontrolled Keywords:	conservatoire, instrumental teacher education, pedagogical content knowledge, developing pedagogical knowledge
Subjects:	CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-02 - teacher training CAH25 - design, and creative and performing arts > CAH25-02 - performing arts > CAH25-02-02 - music
Divisions:	Faculty of Arts, Design and Media > Royal Birmingham Conservatoire > Royal Birmingham Conservatoire - Music
Depositing User:	Luan Shaw
Date Deposited:	05 Jun 2023 12:27
Last Modified:	05 Jul 2023 12:20
URI:	https://www.open-access.bcu.ac.uk/id/eprint/14417

Actions (login required)

View Item