This article reports an investigation into the pedagogical content knowledge (PCK) of Dutch specialist preschool music teachers with regard to teaching and learning rhythm skills from an embodied cognition perspective. An embodied cognition perspective stresses the intimate relationship between body, mind and environment. Through stimulated recall interviews, video analysis tasks, notebooks and semi-structured interviews, the PCK of six music teachers was explored. Regarding the content, a new form of bodily based PCK was found in the data: instructional gestures, representational gestures and guiding gestures that facilitate the learning of rhythm skills of preschoolers. Regarding its nature, this study demonstrated that the music teacher’s PCK presents itself as a multimodal form of knowing, distributed over language, sound, gestures, body positioning and physical actions. This study raises the question whether the body is marginalised in current conceptualisations of PCK.

中文翻译：

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尸体在哪里？通过与荷兰专业学前音乐教师的音乐教育研究重新考虑教学内容知识的概念

本文从具身认知的角度报告了对荷兰专业学前音乐教师在教与学节奏技能方面的教学内容知识 (PCK) 的调查。具身认知视角强调身体、心灵和环境之间的密切关系。通过刺激回忆访谈、视频分析任务、笔记本和半结构化访谈，探索了六位音乐教师的 PCK。在内容方面，在数据中发现了一种新的基于身体的 PCK 形式：促进学龄前儿童节奏技能学习的教学手势、代表性手势和引导手势。关于其性质，本研究表明，音乐教师的 PCK 表现为一种多模态的认知形式，分布在语言、声音、手势、身体定位和身体动作。这项研究提出了在当前 PCK 概念化中身体是否被边缘化的问题。