Musiklærerkompetencer i et relationsfelt mellem pædagogik og fag
Chapter, Peer reviewed
Permanent lenke
http://hdl.handle.net/11250/172229Utgivelsesdato
2009Metadata
Vis full innførselSamlinger
- Artikler og bokkapitler [390]
Originalversjon
I: F. V. Nielsen, S.-E. Holgersen & S. Graabræk Nielsen (Red.) Nordic Research in Music Education. Yearbook Vol. 11 2009, 237-254Sammendrag
Establishing coherence between general pedagogics, subject matter and teaching practice is a well-known and recognized problem in Danish teacher education. The question raised is how music teacher competences are constituted in a relational field between different knowledge-bases. In order to conduct an investigation into this, the author deal firstly with the didactical-theoretical aspect of the relational problem, and secondly with the methodical
implications this leads to. The didactical concepts Didaktische Rekonstruktion (German Fachdidaktik) and Didactical Transposition-theory (French Didactique) are applied to the discussion of the relation between pedagogical knowledge and subject matter knowledge and their possible integration. On the basis of a double transposition-process, a Didactical
Integration Model is developed. Based on this model the author discusses and evolves the methodical design for an investigation of the subject-didactical competences of music teachers in teaching general music in primary schools and in instrumental teaching in music schools.
Keywords: Teacher competences, relational field, transposition-theory, didactic
reconstruction, didactic integration
Utgiver
Norges musikkhøgskoleSerie
NMH-publikasjoner;2009, nr 8Nordisk musikkpedagogisk forskning;Årbok 11