Overcoming barriers: Towards a framework for continuing professional development to foster teaching sound-based music
This article presents a theoretical discussion emerging from a pilot study within the EARS 2 teacher’s pack study, in which the suitability of the teacher’s packs that accompany an online sound-based music resource (EARS 2,
was tested. The study investigated if the teacher’s packs could bridge the gap between the teacher’s current knowledge and the knowledge that was provided in the resources on sound-based music given to the teacher. During the study a minor technical glitch appeared, which caused
the teacher to discontinue with the teaching trial. This was seen as a critical incident and was analysed using the critical incident technique. During the analysis, three different theoretical concepts were applied to the critical incident: cognitive prototype theory, the threshold concept
theory and the concept of metacognitive knowledge. The article concludes by suggesting a theoretical framework for teacher Continuing Professional Development (CPD) in sound-based music. The results presented in this article cannot be generalized due to the sample size; however, this is currently
followed up in further research.
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Document Type: Research Article
Affiliations: De Montfort University
Publication date: August 1, 2018
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- The Journal of Music, Technology and Education (JMTE) explores the issues concerning the use of technology in music education. It examines pedagogy at all levels and across genres such as composition, musicology, performance and music production. It is the only journal specifically dedicated to the educational aspects of music technology and the technological aspects of music. Peer-reviewed, with an international editorial board, JMTE aims to draw its contributions from a broad community of educators, researchers and practitioners who are working closely with new technologies in the fields of music education and music technology education.
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