Educators’ technological, pedagogical, and content Knowledge of implementing a Music Magnet School Programme in the Gauteng Province.

Abstract

Music educators in the Gauteng Province, especially in Music Magnet Schools, face enormous challenges in effectively implementing/enacting the music curriculum. The challenges stem from educators holding different beliefs and pedagogies when implementing/enacting the music curriculum. The challenges, in turn, cause tensions where music streams and teaching practices are concerned. The study investigates the technological, pedagogical, and content knowledge of implementing a Music Magnet School Programme in the Gauteng Province. Three main research questions guide the study: What are educators’ technological, pedagogical, and content knowledge of implementing a Music Magnet School Programme in the Gauteng Province? How do educators apply technological, pedagogical, and content knowledge in implementing a Music Magnet School Programme in the Gauteng Province? Why does educators’ technological, pedagogical, and content knowledge of implementing a Music Magnet School Programme in the Gauteng Province manifest itself in particular ways? The study is driven by the standards, beliefs, and ideals of the pragmatist philosophy. A convergent parallel mixed-methods design is used to analyse and interpret data collected/generated quantitatively and qualitatively. Three instruments were used: questionnaires (close-ended quantitative and open-ended reflective activity); interviews (focus group discussions and one-on-one interviews); and classroom observations. Both probability and non-probability sampling procedures were followed, applying the cluster and purposive techniques. Technological, Pedagogical and Content Knowledge (TPACK) framework served as a lens for investigating and exploring the phenomenon of the study. The study’s findings inferred that most Music Magnet School educators, when teaching, follow the professional, societal, and personal propositions that later influence their teaching practices. Moreover, most participants do not see a need for a pragmatic music curriculum. Furthermore, certain dynamics were revealed that directly inhibit educators’ teaching practices, such as professional development, curriculum design, resources, and infrastructure. Therefore, this study recommends four propositions for effective educators’ implementation of the music curriculum.