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http://dx.doi.org/10.5392/JKCA.2020.20.10.353

The Influence of Peer Mentoring on the Development of Pedagogical Content Knowledge (PCK) and Teacher Self-efficacy of Pre-service Music Teachers  

Kim, Eunjin (성신여자대학교 교수학습지원센터)
Publication Information
The Journal of the Korea Contents Association / v.20, no.10, 2020 , pp. 353-368 More about this Journal
Abstract
This research investigates how pre-service music teachers demonstrated pedagogical content knowledge (PCK) and self-efficacy during a 16-week Music Education Course. 37 pre-service music teachers underwent peer mentoring, and prepared teaching guides and class teaching demonstrations. At the end of the course, the 37 participants' teacher self-efficacy and PCK components (namely pedagogical knowledge, representational knowledge, subject matter knowledge, assessment knowledge, student characteristics knowledge, curriculum knowledge, and context and social knowledge) were assessed. Data on their self-efficacy and PCK were gathered through a group interview and their self-reflection journals, and analyzed as phenomenological experience research. Analyses of the data show that pre-service music teachers acquired diverse knowledge. It also showed that peer mentoring enhanced the pre-service music teachers' self-efficacy, enabling them to prepare teaching guides and confidently demonstrate classes. Thus, diverse opportunities in research and practical class demonstrations contributed to pre-service music teachers' PCK and self-efficacy.
Keywords
Pre-service Music Teachers; Pedagogical Content Knowledge (PCK); Teacher Self-efficacy; Peer Mentoring;
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