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Journal of Music Teacher Education
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A New Framework for Music Education Knowledge and Skill

J. Si Millican

University of Oklahoma, Norman, si.millican{at}utsa.edu

This study investigates perceptions of secondary school band and orchestra teachers regarding the relative importance of knowledge and skill categories to professional success, using a framework modeled after Schulman (1986, 1987). Band and orchestra teachers in secondary schools (N = 214) complete an anonymous, online survey ranking the relative importance of various knowledge and skill categories. Participants rank pedagogical content knowledge, content knowledge, and general pedagogical knowledge highest. There are no significant differences in the rankings of the categories among various subgroups at the p < .05 level. Results confirm the applicability of Schulman's model to music education. This framework has implications for undergraduate, graduate, and continuing professional education. Analysis of categories' interaction provides insight into effective classroom instruction.

Key Words: pedagogical content knowledge • curriculum • teacher preparation • frameworks • general pedagogical knowledge • content knowledge

Journal of Music Teacher Education, Vol. 18, No. 1, 67-78 (2008)
DOI: 10.1177/1057083708323146
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J. Si Millican
Band and Orchestra Teachers' Rankings of General Pedagogical Knowledge and Skill
Journal of Music Teacher Education, October 1, 2009; 19(1): 68 - 79.
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