A Study On The Development Of Teachers’ Music Pedagogical Content Knowledge On Kindergarten-based Teaching Research

This study aims to investigate the development of teachers’ music Pedagogical Content Knowledge in the kindergarten-based teaching research,and to analyze in depth the transformation and change of teachers’ music Pedagogical Content Knowledge in the kindergarten-based teaching research,as well as the process of its development,in the hope of providing suggestions to support teachers’ development in music Pedagogical Content Knowledge in the kindergarten-based teaching research.The study selected 21 teachers who participated in the kindergarten-based teaching research program of Kindergarten J in Chengdu from September 2022 to January 2022 as the study participants.The study used observation,interview and case study methods to collect qualitative data such as teachers’ individual teaching practices,teaching reflections,interviews and case sets,and to conduct a qualitative analysis and discussion of the change of teachers’ music Pedagogical Content Knowledge before and after in the kindergarten-based teaching research.The study found that at the beginning of the teaching and research phase,the development between the three elements of the teachers’ music Pedagogical Content Knowledge was uneven and incoherent,the reasons for this are attributed to the lack of confidence in their own teaching experience,the occasional and intermittent nature of the construction of teachers’ music Pedagogical Content Knowledge,the uneven development of the elements in a state of inertia,and the individual differences of the early childhood teachers.In the process of the kindergarten-based teaching research,teachers endeavor to construct their own music Pedagogical Content Knowledge,through searching and extracting existing examples,deepening musical understanding and internalization,further integrating and externalizing musical knowledge,thereby enhancing pedagogical representations and reflecting on sublimation,pedagogical knowledge in the field of music is constructed.At the end of the kindergarten-based teaching research,there was a shift in the pedagogical knowledge of the teachers’ music Pedagogical Content Knowledge,in total,it has gone through three stages: the curricularisation of musical knowledge,the pedagogicisation of musical knowledge and the disciplinaryisation of musical knowledge.the key to the transformation process is to clarify what to teach,who to teach it to and how to teach it.The analysis of the study showed that teachers’ music Pedagogical Content Knowledge was transformed and developed to varying degrees during the kindergarten-based teaching research,and that individual teachers’ knowledge of the content of the music area,knowledge about young children,and knowledge of music pedagogy developed in both the cognitive and behavioural dimensions.Based on the findings of the study,the researcher makes suggestions for improvement in terms of the organisational mechanism,form of conduct,time and space settings of kindergarten-based teaching research,and the personal requirements of early childhood teachers.