Two Teachers’ Content Knowledge and Pedagogical Content Knowledge While Embedding a Singing Rubric

• In Event: Emic Voices in Music Education

Abstract

The goal of this study was to investigate how two experienced music teachers employed, modified, and adjusted a set of strategies for embedding an analytic singing rubric in a second grade general music class. Specifically, the teachers’ content knowledge (CK) and pedagogical content knowledge (PCK) were examined as they engaged in new instructional and assessment strategies. The results of the semi-structured interviews and video-taped lessons revealed that the teachers’ distinct plans for approaching the strategies were linked to their individual identities. One teacher implemented the given strategies while the other teacher modified, adjusted, and created new strategies, indicating stronger CK and PCK for embedding a singing rubric into instruction. Implications for professional development are discussed.

Author

• Donna Gallo, Northwestern University