ABSTRACT

This paper reports a qualitative study that investigates how five different video-based online prototypes impacted in-service music teachers’ professional knowledge and their learning experiences. Through an examination of participants’ posts and interviews, the findings showed that video-based professional development (PD) could impact teacher’s pedagogical content knowledge as they afforded reflections that could change participants’ thinking and provided a vicarious experience for music teaching. Situated in a forum, the video-based PD sessions allowed for co-construction of knowledge amongst participants. The findings also revealed challenges in participants’ active and sustained participation. The findings are discussed with extant research on effective PD and video-based PD, and take cognisance of heutagogy. We discuss considerations for online video-based PD in terms of PD content design in presenting and exploiting the video material, how we could include the diverse and flexible ways of participation, and the role of the facilitator in providing a safe environment and encouraging multiple perspectives.

摘要

本文报告了一项定性研究，该研究调查了五种不同的基于视频的在线原型如何影响在职音乐教师的专业知识和学习经验。通过对参与者的帖子和访谈的检查，结果表明基于视频的专业发展 (PD) 可以影响教师的教学内容知识，因为它们提供了可以改变参与者思维的反思，并为音乐教学提供了替代体验。位于论坛中的基于视频的 PD 会议允许参与者之间共同构建知识。调查结果还揭示了参与者积极和持续参与方面的挑战。研究结果与现有的关于有效 PD 和基于视频的 PD 的研究进行了讨论，并考虑了 heutagogy。