Pedagogical Content Knowledge for Shifting: More than a Toolbox of Tricks

Music Teacher Role Stress: A Structural Equation Model

“…Results of the present study suggest a connection between role stress and negative occupational outcomes including job satisfaction, organizational commitment, and intent to leave. As has been consistently determined for workers in other fields (e.g., Acker, 2004;Conley et al, 1989;Conley & Woosley, 2000;Conley & You, 2009, 2014Reyes & Imber, 1992;Richards et al, 2016;Schwab & Iwanicki, 1982), the role stress of secondary music teachers in this sample was a meaningful predictor of negative occupational outcomes. These outcomes terminated with intent to leave the present position, the prevalence of which was consistent with previous reports at about one fifth of respondents (Hancock, 2009;Russell, 2008Russell, , 2012.…”

“…Many music educators are tasked with teaching outside their primary areas of expertise (e.g., band, choir, orchestra, or general; Gillespie & Hamann, 1998;Groulx, 2016;National String Project Consortium, 2010), with many jobs involving teaching in more than one specialization area (Austin & Kellerman, 2005;Bowles, 2003;Give A Note Foundation, 2017). Nonspecialist teaching often presents difficulties because insufficient content knowledge limits one's ability to teach in less-familiar areas (Allard, 1992;Grieser, 2014;Newbrey, 2008;Sckipp, 2010). Because preservice education prepares teachers to fill specific roles, it is unsurprising that there are difficulties when teachers must take on roles other than the ones for which they were most specifically prepared.…”

“…Fewer years taught, less within-specialization teaching, and having multiple jobs were all weakly related to more role stress for participants in the present study. Because nonspecialist teaching (e.g., Allard, 1992;Grieser, 2014;Newbrey, 2008;Sckipp, 2010) and inexperience (e.g., Hedden, 2005) have been found to cause difficulties, it may be worth exploring relationships between these variables and other outcomes such as student achievement or non-role stress. Multiple jobholding has not been studied substantially in music education, but the prevalence of multiple jobs among secondary music teachers-found in the present study and in previous research (Bernhard, 2016)-suggests the need for further study of the enriching and depleting qualities of those jobs and the main reasons music teachers take them.…”

Interpretación de la Práctica Docente en Educación Musical

“…Pese a que el CDC ha sido un campo de investigación prolífico, es importante aclarar que el cuerpo de estudios respecto a la didáctica de la música es todavía muy incipiente (Conway, 1999;Grieser & Hendricks, 2018a;Millican, 2013). De hecho, es apropiado afirmar que el estudio mismo de la didáctica de la música se encuentra en formación y por este motivo, aún es frecuente encontrar ejemplos donde el término didáctica se confunde fácilmente con otros campos y conceptos como currículo, metodologías o lúdica (Martínez, 2016).…”

“…Así, el autor explica que existe una capacidad para adaptar aquello que los maestros entienden para sí mismos, en conceptos diseñados para el aprendizaje de los estudiantes, haciendo uso de metáforas, ejemplos demostrativos o nuevas formas de reorganización del saber (Shulman, 1987). El planteamiento inicial del CDC ha evolucionado hasta convertirse en una herramienta conceptual que sirve para comprender la manera en que funciona en la enseñanza y su proceso de desarrollo en diferentes disciplinas como las ciencias (Park & Oliver, 2008), las matemáticas (Ball et al, 2008) y la música (Grieser & Hendricks, 2018a;2018b;Millican, 2013Millican, , 2016Millican, , 2017Schiemann, 2017).…”