Olivia Fündeling ^1,2* Stefanie Stadler Elmer ²

• ¹ University of Teacher Education Thurgau, Kreuzlingen, Switzerland
• ² University of Zurich, Zürich, Zürich, Switzerland

Teacher educators play a key role in the training of generalist music teachers by imparting both musical and didactic knowledge about music teaching. The purpose of this article is to conceptualize and empirically document the strategies employed by an experienced music teacher educator when demonstrating song teaching for and with pre-service teachers. Following an initial interview, we filmed him demonstrating the teaching of two songs. Based on microanalyses of him modelling song teaching, we identified five strategies: goal-directed continuity, working with examples, modelling, monitoring and fading, generative elaboration, and striving for aesthetic form. Some of these teaching strategies are not clearly defined concepts, but rather prototypical and domain-specific. By conceptualizing and empirically documenting the phenomena, we emphasize the need of expanding and differentiating the technical terms generally used for teaching methods and strategies, and of taking into consideration the specificity of the subject matter. 2020, 2021). Singing in class pursues curricular goals, unlike choral singing, where a group of people practices polyphonic singing with the goal of a performance.