The purpose of this study was to observe the teaching of five early career music teachers in three early career levels (preservice, student teaching, and novice teaching) to determine if teaching expertise changes over time. A secondary purpose was to find if any specific teacher behaviors associated with effectiveness were more prominent when teaching their peers in pre-service, another educator’s students in student teaching, and their own students in novice teaching. Data consisted of rehearsal frames and instructional targets identified from teaching video transcriptions along with summative evaluations of the videos by expert teachers. Corroborative findings indicated a lack of specificity across all levels which improved somewhat during student teaching and novice teaching. Directives were the most frequently observed teacher verbal category and information and demonstrations were the highest ranked items across all levels in the summative evaluation. However, instructional directive scores were inconsistent. Teacher modeling doubled during novice teaching. Many of the evaluators commented on the overuse of rote teaching, concurrent performance model, and lack of competency-based education techniques. Implications for higher education training including self awareness and accountability are discussed.

本研究的目的是观察五位早期职业音乐教师在三个早期职业水平（职前、学生教学和新手教学）的教学，以确定教学专业知识是否会随着时间而变化。次要目的是发现在职前教授同龄人、另一位教育者的学生在学生教学中以及他们自己的学生在新手教学中时，是否有任何与有效性相关的特定教师行为更为突出。数据包括从教学视频转录中确定的排练框架和教学目标，以及专家教师对视频的总结性评价。确凿的调查结果表明，在学生教学和新手教学过程中，各个层次都缺乏特异性，这在一定程度上有所改善。在总结性评估中，指令是最常观察到的教师语言类别，信息和示范是所有级别中排名最高的项目。然而，教学指导分数不一致。新手教学期间教师造型翻倍。许多评估者评论了过度使用死记硬背、并行执行模式以及缺乏基于能力的教育技术。讨论了高等教育培训的影响，包括自我意识和问责制。缺乏以能力为基础的教育技术。讨论了高等教育培训的影响，包括自我意识和问责制。缺乏以能力为基础的教育技术。讨论了高等教育培训的影响，包括自我意识和问责制。