Professional Development of Novice Music Teachers based on R-G-O Teaching Decision-Making Theory

Chulan Xue; Colleen Wong

doi:10.54097/ds8j2736

Authors

Chulan Xue
Colleen Wong

DOI:

https://doi.org/10.54097/ds8j2736

Keywords:

Teaching Decision-Making, Teacher Professional Development, Novice Music Teacher, R-G-O Theoretical Model

Abstract

According to the theory of Schoenfeld's teaching decision-making model, teaching decision-making is jointly decided by the resources, objectives, orientation of teachers. This theory is applied in the context of the music classroom. The goal of this study is to investigate how novice music teachers use the teaching decision-making theory. Therefore, this study conducted a case study of a first-grade novice music teacher in a public middle school and a private middle school. A semi-structured interview and video observation of classroom teaching were conducted to collect and analyze the interactive decision-making processes of two novice music teachers. By comparing the teaching process, the results show that the two novice music teachers have different teaching decisions, and the private school teachers lack emphasis on teaching decision theory. Finally, proposes four strategies to promote the professional development of novice music teachers.

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