Holistic quality learning in musikdidaktik from a student perspective. Where, when and how does it occur?

Abstract

Musikdidaktik is a central subject in music teacher education, where the students are expected to learn about teaching and related learning of music, from practical, theoretical and philosophical perspectives. As part of a larger study of educational quality, six student groups were interviewed about teaching and learning quality in the subject of musikdidaktik. They answered questions on learning, identity, and choice of content. In this article the author concentrates on student perspectives of holistic quality learning, which include those activities or processes that lead to stable knowledge and useful competence. In order to grasp the phenomenon of holistic quality learning in musikdidaktik focus group participated in 90-minute interviews that were recorded and transcribed. Data were analyzed by applying phenomenological methods. Three questions provided the structure for the analysis. They were: Where does quality learning in musikdidaktik occur? When does quality learning in musikdidaktik occur? How does quality learning in musikdidaktik occur? Analysis revealed that holistic quality learning occurred in different educational rooms and were defined by musicHeducational authenticity, communication, reflection and meaningfulness. The results are important at any institution responsible for quality developmental work in relation to music teacher education.