Adolescence is a time of rapid and sometimes widely varying changes in the voice (Cooksey & Welch, 1998; Gebhardt, 2016; Harries et al., 1998; Killian, 1999; Sweet, 2015). As such, content and pedagogical knowledge of the voice is particularly important for educators when supporting adolescent singers. Shulman’s (1986) framework, Pedagogical Content Knowledge (PCK), is a tool to examine the ways in which educators integrate their content and pedagogical knowledge with their knowledge of individual learners to best support student learning outcomes.
The purpose of this study was to explore the preparation of secondary choral educator candidates in Wisconsin with specific regard to supporting adolescent voices. This study was completed using qualitative methods through a collective case study design to gather personal knowledge and experiences of student teacher candidates serving in two separate educational settings and attending different teacher preparation programs in Wisconsin. Methods of data collection included interviews with student teacher candidates and their cooperating teachers, syllabi from choral methods courses, and a video teaching sample from each student teacher.
This study found that student teachers felt confident in their abilities to teach in
several topics related to the adolescent voice, however there were also areas that they identified as emerging skills in need of additional support. State licensure boards and teacher preparation programs may use these findings to guide future curriculum and licensure requirements in ways that may better support the identified areas for growth.
| Identifer | oai:union.ndltd.org:bu.edu/oai:open.bu.edu:2144/48668 |
| Date | 29 April 2024 |
| Creators | Gentile, Rita N. |
| Contributors | Bylica, Kelly |
| Source Sets | Boston University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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