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Music education as practical wisdom: student music teachers’ views on phronesis
Örebro University, School of Music, Theatre and Art.ORCID iD: 0000-0002-3758-7541
2011 (English)Conference paper, Published paper (Refereed)
Abstract [en]

Music teacher education poses some of the most challenging questions about the role of ‘knowledge’ or epistemological issues, as well as assumptions about what it is to be musically educated. Pressures to reform curricula in music education are widespread. Continuous development and self-renewal of music teachers and teaching requires careful thought and reflection concerning the complexity of forms of knowledge and practices that we encounter, as teachers, university lecturers, teacher educators, student teachers, policy-makers and researchers. This symposium focuses on how ‘knowledge’ in music teacher education is understood, what theories we hold and related assumptions we make about teachers and learners, and how we can understand and make connections between theory and practice. Within this symposium, we will address a number of fundamental questions designed to take the audience to the heart of current debates around knowledge, practice, professionalism, and learning and teaching in music. Questions considered include:

•    What forms of knowledge are an inherent part of, and shape our understanding of, music education?

•    What are the implications and challenges for music teacher education?

There are eight papers presented across two sessions in this symposium.

Part I

The particular focus of the first part of the symposium is to demonstrate the power of diverse theoretical concepts and perspectives to explore, analyse and engage with different forms of knowledge. Empirical studies will be used to highlight and illustrate philosophical perspectives.

Eva Georgii-Hemming (chair), Örebro University, Sweden: Music education as practical wisdom. Student music teachers’ views on phronesis. Øivind Varkøy, Örebro University, Sweden and Norwegian Academy of Music, Norway: Techne and music education. Jonathan Stephens, University of Aberdeen, Scotland: Knowledge in practice. Sven-Erik Holgersen, University of Aarhus, Denmark: Knowledge and professionalism in music teacher education.

Part II

The particular focus of the second part of the symposium is to demonstrate how research can inform: (a) pedagogical approaches in music teacher education; (b) methods, courses and field experiences; and (c) the preparation of teachers for diverse populations from a range of educational settings. Pamela Burnard, University of Cambridge, United Kingdom: Knowledge differentiation and creative professionalism in music teacher education? Suzanne L. Burton, University of Delaware, USA: Constructing professional paths by construing the curriculum through collaboration in music teacher education.Teresa Mateiro and Maria Westvall, Örebro University, Sweden: Student teachers' reflections on the relationship between professional knowledge and cultural influences in music education. Andreas Lehmann-Wermser, Bremen University, Germany: Artist and/or music teacher: Developing professionals.

Place, publisher, year, edition, pages
2011.
National Category
Musicology
Research subject
Musicology
Identifiers
URN: urn:nbn:se:oru:diva-14534OAI: oai:DiVA.org:oru-14534DiVA, id: diva2:396410
Conference
The seventh international conference for research in music education, University of Exeter, 12-16 April 2011
Note

Chair, symposium: Perspectives on Knowledge. At The 7th International Conference for Research in Music Education,University of Exeter.

Available from: 2011-02-09 Created: 2011-02-09 Last updated: 2017-10-17Bibliographically approved

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Georgii-Hemming, Eva

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Citation style
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