Music Teacher Education for the Future: Reflections on Change
Christophersen, Catharina Renate; Plaza, José Luis Aróstegui; Holdhus, Kari Mette; Kenny, Ailbhe; Knudsen, Jan Sverre; Lindgren, Monica; Väkevä, Lauri; Viig, Tine Grieg
Peer reviewed, Journal article
Published version
Permanent lenke
https://hdl.handle.net/11250/3108724Utgivelsesdato
2023Metadata
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Originalversjon
Action, Criticism, and Theory for Music Education (ACT). 2023, 22 (3), 7-40. 10.22176/act22.3.7Sammendrag
Abstract: This article conceptualizes and discusses change in music teacher education. Results from the FUTURED research project provide the starting point for the article. The project explored various dimensions of change within the music education programs in Norwegian generalist teacher education. In this project, change was regarded as having a transformative capacity closely related to co-construction and complexity. Telling new stories about education, and thereby imagining different educational realities, may be seen as a possible trigger for change. In this article, therefore, the authors contrast the current situation against an imagined reality to create a heuristic framework for a critical discussion of change. Based on a meta-analysis of research findings, the authors propose a vision for a future music teacher education, which they then use to highlight and discuss several intersecting dimensions of educational change: values and traditions, demographics, educational practices, curricula, and society.
Keywords: Change, music teacher education, social justice, visions, future