This project explores music programs within the 5-year primary and lower secondary teacher education in Norway from a perspective of change. The basic assumptions underlying the project is that the education of generalist music teachers must relate to societal needs and challenges, and that the educational approaches must cater for versatile musicianship, learning styles, and critical reflection. The purpose of the project is to map and challenge existing educational practices, as well as contribute to developing new practices. Consequently, the project aims at developing critical thinking and innovation within generalist teacher education music programs. Pre-service teachers are of particular interest in our study, both as students of higher education and as future professionals.
The researchers have a three-pronged goal: Firstly, we map values in documents from music programs within teacher education programs, and explore the pre-service music teacher population (who are they, where do they come, what are their ambitions, etc.). Secondly, we explore how to develop educational spaces that promote critical reflexivity and agency together with pre-service teachers. Thirdly, we work with schools and teachers to develop collaborative and interactive music teaching, including using digital tools.
Our research design combines mixed methods (mapping) and actions research (development). The theoretical perspectives combine insights from various fields, for example critical (music) pedagogy, educational philosophy, cultural studies, as well as public pedagogy, and activity theory. Outcomes will be communicated to a broad audience. The project group includes researchers from Western Norway University of Applied Sciences and Oslo Metropolitan University, as well as international guest researchers.
