Educators’ technological, pedagogical, and content Knowledge of implementing a Music Magnet School Programme in the Gauteng Province.
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Date
2023
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Abstract
Music educators in the Gauteng Province, especially in Music Magnet Schools, face enormous
challenges in effectively implementing/enacting the music curriculum. The challenges stem
from educators holding different beliefs and pedagogies when implementing/enacting the
music curriculum. The challenges, in turn, cause tensions where music streams and teaching
practices are concerned. The study investigates the technological, pedagogical, and content
knowledge of implementing a Music Magnet School Programme in the Gauteng Province.
Three main research questions guide the study: What are educators’ technological, pedagogical,
and content knowledge of implementing a Music Magnet School Programme in the Gauteng
Province? How do educators apply technological, pedagogical, and content knowledge in
implementing a Music Magnet School Programme in the Gauteng Province? Why does
educators’ technological, pedagogical, and content knowledge of implementing a Music
Magnet School Programme in the Gauteng Province manifest itself in particular ways?
The study is driven by the standards, beliefs, and ideals of the pragmatist philosophy. A
convergent parallel mixed-methods design is used to analyse and interpret data
collected/generated quantitatively and qualitatively. Three instruments were used:
questionnaires (close-ended quantitative and open-ended reflective activity); interviews (focus
group discussions and one-on-one interviews); and classroom observations. Both probability
and non-probability sampling procedures were followed, applying the cluster and purposive
techniques. Technological, Pedagogical and Content Knowledge (TPACK) framework served
as a lens for investigating and exploring the phenomenon of the study.
The study’s findings inferred that most Music Magnet School educators, when teaching, follow
the professional, societal, and personal propositions that later influence their teaching practices.
Moreover, most participants do not see a need for a pragmatic music curriculum. Furthermore,
certain dynamics were revealed that directly inhibit educators’ teaching practices, such as
professional development, curriculum design, resources, and infrastructure. Therefore, this
study recommends four propositions for effective educators’ implementation of the music
curriculum.
Description
Doctoral Degree. University of KwaZulu-Natal, Durban.