Expert Middle School Band Teachers’ Decision-Making Processes
A Multiple Case Study
Bibliographic Data
| ID | 10201351 |
|---|---|
| Authors | F L Hall (0000-0003-0248-2026, Louisiana State University, Baton Rouge, LA, USA, corresponding author) |
| Year | 2025 |
| Publication date | 2025-10-20 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Music Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4294 • E-ISSN: 1945-0095 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/00224294251375399 |
| OpenAlex | W4415372842 |
| Language | EN |
| References cited | 37 |
The purpose of this multiple case study was to describe three expert middle school band teachers’ decision-making processes before, during, and after instruction. The following research question guided this study: What were the thought processes underlying expert middle school band teachers’ decisions before, during, and after instruction? Cross-case analysis guided by the teacher as reflective decision-maker model suggested that participants’ decisions before instruction were concerned with (a) mental templates, (b) learning goals, and (c) reflections, contingencies, and anticipations. During instruction, participants’ decisions were related to (a) reacting and responding, (b) choosing to pivot, and (c) emotional skills. Finally, as participants reflected after instruction, their decisions were characterized by (a) self-focus, (b) short-term versus long-term goals, and (c) reflective thinking. Findings suggest that metacognitive skills play a key role in the construction of expert band teachers’ specialized, automatized knowledge. Implications for music education are discussed
Cognition · Key (lock · Metacognition · Music education · Reflective Practice · Reflective thinking · Creativity in Education and Neuroscience · Diverse Music Education Insights · Teacher Education and Leadership Studies
Identifying Teacher Expertise
Research on Teachers’ Pedagogical Thoughts, Judgments, Decisions, and Behavior
The reflective practitioner
Differentiating between teaching experience and expertise in the music studio
The reflective practices of early and late career music educators
Expertise in applied studio teaching
Head-mounted cameras and stimulated recall in qualitative sport research
Teachers' schemata for classroom events
Exploring preservice, beginning and experienced teachers' noticing of classroom management situations from an actor's perspective
Music Teacher Knowledge
Preservice and Experienced Teachers' Lesson Plans for Beginning Instrumentalists
Verbal Instruction in Instrumental Rehearsals
A Comparison of Expert and Novice Music Teachers' Preparing Identical Band Compositions
Time Use in Instrumental Rehearsals
An Observation Procedure to Differentiate Teaching Experience and Expertise in Music Education
In Pursuit of the Expert Pedagogue
Cognition and Improvisation
Knowledge and Teaching
Linking Ways of Knowing with Ways of Being Practical
Stimulated Recall
Expert and Novice Teacher Decision Making
A Conceptual Framework to Guide the Development of Teacher Reflection and Decision Making
| Highly cited | No |
|---|