Haston, W. (2018). In-service music teachers’ self-perceived sources of of pedagogical content knowledge.Bulletin of the Council for Research in Music Education, 217, 45–66.     https://doi.org/10.5406/bulcouresmusedu.217.0045                 

Abstract:

“The purpose of this multiple case study was to examine the perceived sources of identifiable pedagogical content knowledge (PCK) used by 5 in-service secondary band teachers. Participants agreed to plan, teach, and video-record a 30-minute band rehearsal early in the second semester of the school year. I viewed each video and created a log of applications of PCK based on previous models. An independent researcher confirmed the identified instances of applied PCK. Without exception, participants confirmed the researcher-identified applications of PCK. The responses from the participants varied: 1 participant reported apprenticeship of observation as the primary source of PCK; 1 reported apprenticeship of observation and methods courses equally; another reported intuition and peers equally; 1 reported peers; and another reported cooperating teacher. Participants recognized the positive impacts this type of metacognition had on their teaching and expressed eagerness to reflect about their PCK in the future.”