ABSTRACT

This study aims to support music teachers in actively developing the creative teaching expertise required in their own educational contexts by developing a teacher-driven professional development program for musical theatre creation utilizing chord progressions. To achieve this, the research was conducted using a modified ADDIE model for program design and development, grounded in the active participation of music teachers within a teacher learning community. The program reflects three key features: (1) teachers’ contextual needs were integrated throughout development; (2) it differs from conventional lecture-based training by emphasizing teacher-led participation; and (3) collaborative music-making using chord progression expanded teachers’ pedagogical expertise in music creation. The research results suggest the importance of supporting teacher-driven professional development programs, supporting participatory training, and fostering pedagogical expertise in music creation.

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