Professional Performance Experience Versus Pedagogical Knowledge in Teaching Technique Class as a Creative Process

ABSTRACT

“Professional performance experience versus pedagogical knowledge in teaching technique class as a creative process” is a qualitative examination of the practices of six contemporary technique teachers that identifies the ways in which their educational and professional performance experiences have affected their teaching practices. Interviews investigating their teaching beliefs allowed the instructors’ practices to be divided into components: pedagogical implementation, content knowledge in practice, the value of formal teacher training, their understanding of their teaching selves, and teaching as a creative process. The teachers’ accumulation of knowledge is examined in relationship to their teaching choices, their own understanding of their choices, and how their methods are holistically supporting their students’ progress. The importance of instructor self-reflection, self-awareness, and creative flexibility are also discussed. The unique classroom environments of each teacher are examined side-by-side, revealing how their experiences add to their overall understanding of teaching as a creative process.