- 1 - The development of an inclusive model to construct teacher’s professional knowledge: pedagogic content knowledge for sound-based music as a new subject area Motje Wolf, De Montfort University Leicester Postal Address: Portland Building 1.23, The Gateway, Leicester LE1 9BH, mwolf@dmu.ac.uk Sarah Younie, De Montfort University Leicester, syounie@dmu.ac.uk In: Organised Sound, Volume 24, Issue 3, Dec 2019 ABSTRACT This paper outlines a systematic process for developing the different knowledge domains required for teaching sound-based (electroacoustic) music as a new subject area. As a new area within the discipline of music, teachers are novices to the field. This requires epistemological deconstruction of what knowledge teachers need in this new field. Then the analysis outlines how to develop teachers’ new knowledge; which can be constructed as: subject content knowledge (SCK), pedagogic content knowledge (PCK) and technology pedagogic content knowledge (TPACK). This epistemological analysis informed our creation of teaching materials that develop these different knowledge domains and take account of the complex interplay between them. This process was demonstrated through the ElectroAcoustic Resource Site Projects to: build first subject content knowledge; then create teacher’s packs to build pedagogic content knowledge; and a bespoke CPD programme to embed their inter-relationships and build technology pedagogic content knowledge. Most importantly, creating the teacher’s packs employed a user-centred design approach, putting teachers and pupils in the centre of the development process, thereby giving them voice. Voice is an integral part of empowerment in our model, which is conceptualised as