Musiklærerkompetencer i et relationsfelt mellem pædagogik og fag

Abstract

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