Music-specialized teachers’ reasoning on music practice in preschool: Music knowledge, courage, and visions
According to the Swedish curriculum (SKOLFS 2018, p. 50), preschool teachers bear the responsibility for teaching and incorporating music into preschool practice. However, due to limited time dedicated to music in preschool teacher education, teachers specialized in music play a critical role as va...
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| Format: | Article |
| Language: | Danish |
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Cappelen Damm Akademisk NOASP
2024-10-01
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| Series: | Nordisk Barnehageforskning |
| Online Access: | https://nordiskbarnehageforskning.no/index.php/nbf/article/view/539 |
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| _version_ | 1846156205596082176 |
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| author | Ylva Holmberg Marie-Helene Zimmerman Nilsson |
| author_facet | Ylva Holmberg Marie-Helene Zimmerman Nilsson |
| author_sort | Ylva Holmberg |
| collection | DOAJ |
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According to the Swedish curriculum (SKOLFS 2018, p. 50), preschool teachers bear the responsibility for teaching and incorporating music into preschool practice. However, due to limited time dedicated to music in preschool teacher education, teachers specialized in music play a critical role as valuable resources in practice. Existing music education research has focused predominantly on music in preschool from the perspectives of preschool teachers and students, rather than specifically examining a group of teachers specialized in music. Hence, this study aims to explore and discuss how teachers specialized in music approach music practice within preschool settings. The study adopts an educational philosophy and music didaktik perspective in analyzing focus group discussions with teachers specialized in music. The results reveal that music knowledge focuses on craftsmanship, courage, and visions for the music specialist. Alternative combinations of theoretical perspectives shed light on a complex and intertwined practice with shifting emphases.
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| format | Article |
| id | doaj-art-d20b4b1f7efc4f39b39823a792ef2de4 |
| institution | Kabale University |
| issn | 1890-9167 |
| language | Danish |
| publishDate | 2024-10-01 |
| publisher | Cappelen Damm Akademisk NOASP |
| record_format | Article |
| series | Nordisk Barnehageforskning |
| spelling | doaj-art-d20b4b1f7efc4f39b39823a792ef2de42024-11-26T09:56:41ZdanCappelen Damm Akademisk NOASPNordisk Barnehageforskning1890-91672024-10-0121310.23865/nbf.v21.539Music-specialized teachers’ reasoning on music practice in preschool: Music knowledge, courage, and visionsYlva Holmberg0Marie-Helene Zimmerman Nilsson1Malmö University, SwedenUniversity West, Sweden According to the Swedish curriculum (SKOLFS 2018, p. 50), preschool teachers bear the responsibility for teaching and incorporating music into preschool practice. However, due to limited time dedicated to music in preschool teacher education, teachers specialized in music play a critical role as valuable resources in practice. Existing music education research has focused predominantly on music in preschool from the perspectives of preschool teachers and students, rather than specifically examining a group of teachers specialized in music. Hence, this study aims to explore and discuss how teachers specialized in music approach music practice within preschool settings. The study adopts an educational philosophy and music didaktik perspective in analyzing focus group discussions with teachers specialized in music. The results reveal that music knowledge focuses on craftsmanship, courage, and visions for the music specialist. Alternative combinations of theoretical perspectives shed light on a complex and intertwined practice with shifting emphases. https://nordiskbarnehageforskning.no/index.php/nbf/article/view/539 |
| spellingShingle | Ylva Holmberg Marie-Helene Zimmerman Nilsson Music-specialized teachers’ reasoning on music practice in preschool: Music knowledge, courage, and visions Nordisk Barnehageforskning |
| title | Music-specialized teachers’ reasoning on music practice in preschool: Music knowledge, courage, and visions |
| title_full | Music-specialized teachers’ reasoning on music practice in preschool: Music knowledge, courage, and visions |
| title_fullStr | Music-specialized teachers’ reasoning on music practice in preschool: Music knowledge, courage, and visions |
| title_full_unstemmed | Music-specialized teachers’ reasoning on music practice in preschool: Music knowledge, courage, and visions |
| title_short | Music-specialized teachers’ reasoning on music practice in preschool: Music knowledge, courage, and visions |
| title_sort | music specialized teachers reasoning on music practice in preschool music knowledge courage and visions |
| url | https://nordiskbarnehageforskning.no/index.php/nbf/article/view/539 |
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