The purpose of this multiple case study was to elicit the pedagogic values of three public school band directors. Data were collected in the form of rehearsal observations, interviews, repertoire lists, and my personal journal. After cross-case analysis of the data, two themes emerged: values evolution and reflection through context. Participants' pedagogic values changed over time from when they first entered the profession to the time of our interviews. This change was due both to reflection and the context in which each director taught. Findings from the interviews suggest that participants held common values exiting undergraduate experience even though all graduated from different institutions. These commonly held values evolved differently for each participant based on the context in which he or she taught. Additionally, the undergraduate music experience may be important for pre-service teachers to explore pedagogic values and the context plays in their formation.
"An Examination of the Pedagogic Values of Band Directors,"
Visions of Research in Music Education: Vol. 28, Article 5.
Available at: https://opencommons.uconn.edu/vrme/vol28/iss1/5