Quality holistic learning in musikdidaktik from a student perspective: where, when and how does it occur?
2010 (English)In: Visions of Research in Music Education, ISSN 1938-2065, Vol. 15, no 1Article in journal (Refereed) Published
As a part of a larger study of Educational Quality, six student groups were interviewed about teaching and learning quality in the subject of musikdidaktik. Musikdidaktik is a central subject in music teacher education, where the students are expected to learn about teaching and related learning of music, from a practical, theoretical and philosophical perspective. Three main areas constituted the ground for the interviews, namely learning, identity and choice of content. Earlier writings have presented parts of the study. In this article I will concentrate on holistic quality learning from the student’s perspective. Holistic quality learning is defined as activities or processes that lead to stable knowledge and useful competence. The focus group interviews, which lasted for about 90 minutes each, provided a research material based on communication among the students, encouraged by our questions. The communication was recorded and transcribed word by word. To grasp the phenomenon of quality learning in musikdidaktik, the transcribed text was analysed by means of a phenomenological method. The following questions were constructed: Where does quality learning in musikdidaktik occur? When does quality learning in musikdidaktik occur? How does quality learning in musikdidaktik occur? The phenomenon showed to be constituted in different educational rooms, by music-educational authenticity, communication, reflection and meaningfulness. The results seem to be important at any institution responsible for quality developmental work in relation to music teacher education.
Place, publisher, year, edition, pages
2010. Vol. 15, no 1
Research subject Music Education
IdentifiersURN: urn:nbn:se:ltu:diva-10731Local ID: 9937ba00-e4a0-11de-bae5-000ea68e967bOAI: oai:DiVA.org:ltu-10731DiVA: diva2:983677
Godkänd; 2010; 20091209 (cefe)2016-09-292016-09-29Bibliographically approved