.png){kind=icon}
.png){kind=icon}
Return
Expert Middle School Band Teachers' Decision-Making Processes: A Multiple Case Study
.png){kind=icon}
PRE
AI
DOI：10.1177/00224294251375399.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
The purpose of this multiple case study was to describe three expert middle school band teachers' decision-making processes before, during, and after instruction. The following research question guided this study: What were the thought processes underlying expert middle school band teachers' decisions before, during, and after instruction? Cross-case analysis guided by the teacher as reflective decision-maker model suggested that participants' decisions before instruction were concerned with (a) mental templates, (b) learning goals, and (c) reflections, contingencies, and anticipations. During instruction, participants' decisions were related to (a) reacting and responding, (b) choosing to pivot, and (c) emotional skills. Finally, as participants reflected after instruction, their decisions were characterized by (a) self-focus, (b) short-term versus long-term goals, and (c) reflective thinking. Findings suggest that metacognitive skills play a key role in the construction of expert band teachers' specialized, automatized knowledge. Implications for music education are discussed.
Keywords:
music teacher cognition
teacher decision-making
expert teachers
reflective thinking
Journal
J
IF:
1
Papers:
19
Citations:
0