Pedagogical Content Knowledge in Music Education among public Elementary Teachers

Abstract

Pedagogical Content Knowledge (PCK) is generally accepted to be necessary for teachers to deliver quality instructions and promote significant learning among pupils. Thus, research on Teachers’ PCK is highly relevant. Although there have been numerous researches exploring PCK in different areas such as Mathematics, Science and Language Education, limited studies have been conducted focusing on Teachers’ PCK in Music Education. This study examined the pedagogical content knowledge in music education among public elementary teachers in the District of Mariveles, Bataan, SY 2019-2020. In addition, this study also investigated the challenges faced by teachers in teaching music. Descriptive research design was utilized, and data were obtained through questionnaire and interview from 54 elementary teachers who were selected purposively. Gathered data were encoded and analyzed in SPSS using frequency, percentage and mean for descriptive data. One-Way ANOVA was used to identify significant variations on teachers’ pedagogical content knowledge in music when respondents were grouped by profile. Significant findings of the study revealed that that respondents have insufficient knowledge on the content and pedagogy of music in the elementary level. Data further divulged that teachers’ lack of knowledge on the subject, the negative attitude of pupils towards the subject, lack of facilities, and lack of teaching resources/materials were the main challenges faced by teachers in teaching music. Lastly, it was found that teachers’ content knowledge in music varied significantly when they were grouped based on the number of relevant seminars and trainings they attended. Also, teachers’ pedagogical knowledge in music was found to have significant variations when they were grouped based on the specialization and number of relevant seminars and trainings they attended.

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