Rui Ma

Rui Ma

29 May 2023

Micro-lectures, Pre-service teachers, TPACK, Qualitative analysis.

The integration of information technology skills among teachers has been a topic of concern for researchers both domestically and internationally. The concept of Technological Pedagogical Content Knowledge (TPACK) has provided a theoretical framework for research in this area. This paper reports the results of a case study that investigated the impact of the "Music Pedagogy and Practice Course" on music education graduate students (i.e. pre-service music teachers). The course is based on the TPACK framework, aiming to enhance students' musical TPACK level and promote their gradual formation of a deep understanding of the interactive relationship between information technology, teaching methods, and subject content. Research has found that in the curriculum, pre-service music teachers demonstrate well-developed teaching content knowledge (PCK), motivating and encouraging students to think about music. Pre-service music teachers show significant differences in performance between the general musical TPACK and the specific musical (Kodaly, Orff, Dalcroze) TPACK. This study raised some important issues, namely, the effective strategies to promote TPACK for pre-service music teachers are to select educational technology application based on various types of music learning activities, to share TPACK knowledge in the network research community, and to carry out micro-lectures in real educational situations.

© 2023, the Authors. Published by ISCCAC

This is an open access article distributed under the CC BY-NC license