Learning ecology of music teachers’ TPACK

ABSTRACT

The article focuses on the Technological Pedagogical Content Knowledge (TPCK or TPACK) framework among in-service music teachers in primary schools. Narrative research has allowed us to identify the environment and important others that lead to the release and maintenance of sparks of interest in using technology within various educational models and supporting influential solutions. Longitudinal studies and identification of informal environments within learning ecologies have allowed us to formulate the optimal paths to achieving TPACK competence. The study of a specific group of music teachers encourages comparative research between various teacher groups; this means comparing TPACK-competent arts teachers with teachers of other subjects.

KEYWORDS:

• TPACK
• learning ecology
• teachers’ competences
• music teacher
• music education

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Piotr Soszyński

Piotr Soszyński(PhD in Pedagogy and MA in Music Theory) is an Assistant Professor in the Department of Art Education and Pedagogy of Creativity, Faculty of Educational Sciences at the University of Lodz (Poland). He is the author of thebook Music Teachers’ ICT Competences. Postulated and Actual State and a co-editor of Art and Education in theConvergence Culture. Liberated and Lost in the Network. His research and publications focus on aesthetic educationand its cultural context as well as computer-assisted music education.