Profesjonsforståelse. En innfallsvinkel til å profesjonalisere det musikkpedagogiske yrkesfeltet.
Chapter, Peer reviewed
Permanent lenke
http://hdl.handle.net/11250/2372661Utgivelsesdato
2015Metadata
Vis full innførselSamlinger
- Artikler og bokkapitler [390]
Originalversjon
I: Nordic Research in Music Education. Yearbook Vol. 15, s. 25-47Sammendrag
ABSTRACT: Music-pedagogical philosophy: An approach to professionalize the field of music education A carefully considered music-pedagogical philosophy is necessary to develop professional knowledge for the individual music teacher, as well as for music-pedagogical communities and for the music teacher profession as a whole. In this article we elaborate on individuals’ music pedagogical philosophies (no: profesjonsforståelser) as a fruitful approach to articulate and discuss leading ideals and norms for quality within the field of music education. We argue that the professions “body of knowledge” is invisible and irreproachable, and that it is crucial to articulate, clarify and discuss the professional knowledge, expertise and mandate that is held within this vocational field. This article is informed by professional literature and research in music education, and focuses the aspects jurisdiction, certification and authorization, as well as power, identity and knowledge. In conclusion we argue that music pedagogical philosophy should be a focused part of music teacher education, in order to professionalize the field and qualify the discussions about quality, both inside and around the field of music education. Keywords: Professions, professional understanding and development, music education quality
Utgiver
Norges musikkhøgskoleSerie
NMH-publikasjoner;2014:8Nordisk musikkpedagogisk forskning;Årbok 15