Articles
DOI DOI: 10.62441/actainnovations.v63i.1360

DEVELOPMENT AND CONTENT VALIDATION OF A MULTI-DIMENSIONAL INTERVIEW PROTOCOL FOR ASSESSING PIANO TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE IN HIGHER MUSIC EDUCATION: A CVI-BASED METHODOLOGICAL APPROACH

Wenhao Tang1, Kenny S.L Cheah2, Yiing Siing Wong3
  1. 1 Institute for Advanced Studies, University of Malaya, 50603 Kuala Lumpur, Kuala Lumpur, Malaysia.
  2. 2 Department of Education Management, Planning and Policy, Faculty of Education, University of Malaya, 50603 Kuala Lumpur, Kuala Lumpur, Malaysia.
  3. 3 Faculty of Creative Arts, University Malaya, 50603 Kuala Lumpur, Kuala Lumpur, Malaysia.

Abstract

While teachers' professional skills are crucial to educational quality, there is a lack of empirically validated qualitative tools to assess the complex cognitive structures of teachers in piano education. Despite the existence of various arts education frameworks, the unique integration of artistic expression and bodily cognition in piano education still requires professional tools to bridge the long-standing gap between theoretical knowledge and practical teaching. This study, based on Shulman's framework, developed a multidimensional semi-structured interview protocol to assess piano teachers' content knowledge (CK), general pedagogical knowledge (PK), pedagogical content knowledge (PCK), and teaching expertise (EXPT), constructing a systematic multidimensional assessment. To validate this interview protocol, this study employed a rigorous Content Validity Index (CVI) method, combined with the academic’s selection principle and iterative semantic reconstruction to ensure theoretical and logical consistency. The results showed that the item-level (I-CVI) and scale-level (S-CVI/Ave) CVIs were 0.95. The final interview summary contains 15 indicator codes, which, when combined, can be used to assess teachers' overall pedagogical knowledge, professional skills, knowledge transfer ability, and the psychological characteristics of excellent teachers. This study provides a reliable and empirically significant tool for assessing piano teachers' PCK and lays a foundation for assessing art teachers' cognitive abilities and professional development.

How to Cite

Tang, W., Cheah, K. S., & Wong, Y. S. (2026). DEVELOPMENT AND CONTENT VALIDATION OF A MULTI-DIMENSIONAL INTERVIEW PROTOCOL FOR ASSESSING PIANO TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE IN HIGHER MUSIC EDUCATION: A CVI-BASED METHODOLOGICAL APPROACH. ACTA INNOVATIONS, 63, 1101–1109. https://doi.org/10.62441/actainnovations.v63i.1360
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