Musiklärares arbete med bedömning och betygsättning : yttre och personliga omständigheter som påverkar praktiker samt möjliga subjektspositioner
(2022) In Nordic Research in Music Education 3. p.51-74- Abstract
- Music teachers in Swedish compulsory schools spend much of their time with work concerning assessment and grading. In this study, five music teachers have been interviewed with the purpose of finding out how they construct their assessment and grading practices by inquiring into by what circumstances their practices are affected. The study’s theoretical foundation lies within social constructionism, teachers’ visions and subject positioning are used as operationalised theoretical concepts, and concepts from assessment theory make up the subject specific theory. The results show the participants’ practices being affected by several external circumstances. Nevertheless, there are multiple available subject positions for music teachers within... (More)
- Music teachers in Swedish compulsory schools spend much of their time with work concerning assessment and grading. In this study, five music teachers have been interviewed with the purpose of finding out how they construct their assessment and grading practices by inquiring into by what circumstances their practices are affected. The study’s theoretical foundation lies within social constructionism, teachers’ visions and subject positioning are used as operationalised theoretical concepts, and concepts from assessment theory make up the subject specific theory. The results show the participants’ practices being affected by several external circumstances. Nevertheless, there are multiple available subject positions for music teachers within their assessment practice. (Less)
- Abstract (Swedish)
- I Sveriges grundskolor använder musiklärare en stor del av sin arbetstid till arbete som rör bedömning och betygsättning. Fem musiklärare har i denna studie intervjuats med syftet att ta reda på hur de konstruerar sina bedömnings- och betygsättningspraktiker genom att undersöka vilka omständigheter som inverkar på dessa. Studiens vetenskapsteoretiska förankring finns i socialkonstruktionismen; teachers’ visions och subjektspositionering används som operationaliserade teoretiska begrepp och bedömningsteoretiska begrepp utgör ämnesspecifik teori. Resultaten visar deltagarnas praktik som påverkad av många yttre omständigheter, men att det ändå finns flera tillgängliga subjektspositioner för musiklärare inom deras bedömningspraktik.
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/a679b898-eb2b-4b3f-973f-f6e5e508db6b
- author
- Antonsson, Johanna LU
- organization
- alternative title
- Music Teachers’ Work with Assessment and Grading : External and Personal Circumstances That Are Affecting Practices and Possible Subject Positions
- publishing date
- 2022-11-21
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- musikpedagogik, bedömning, betygsättning, grundskola, praktiknära skolforskning, socialkonstruktionism, tematisk analys, teachers' visions, music education, assessment, grading, compulsory school, practice-based research, social constructionism, thematic analysis, teachers' visions
- in
- Nordic Research in Music Education
- volume
- 3
- article number
- 3
- pages
- 24 pages
- publisher
- Cappelen Damm AS
- ISSN
- 2703-8041
- DOI
- 10.23865/nrme.v3.3700
- language
- Swedish
- LU publication?
- yes
- id
- a679b898-eb2b-4b3f-973f-f6e5e508db6b
- date added to LUP
- 2022-11-23 13:25:27
- date last changed
- 2022-11-25 11:48:49
@article{a679b898-eb2b-4b3f-973f-f6e5e508db6b,
abstract = {{Music teachers in Swedish compulsory schools spend much of their time with work concerning assessment and grading. In this study, five music teachers have been interviewed with the purpose of finding out how they construct their assessment and grading practices by inquiring into by what circumstances their practices are affected. The study’s theoretical foundation lies within social constructionism, teachers’ visions and subject positioning are used as operationalised theoretical concepts, and concepts from assessment theory make up the subject specific theory. The results show the participants’ practices being affected by several external circumstances. Nevertheless, there are multiple available subject positions for music teachers within their assessment practice.}},
author = {{Antonsson, Johanna}},
issn = {{2703-8041}},
keywords = {{musikpedagogik; bedömning; betygsättning; grundskola; praktiknära skolforskning; socialkonstruktionism; tematisk analys; teachers' visions; music education; assessment; grading; compulsory school; practice-based research; social constructionism; thematic analysis; teachers' visions}},
language = {{swe}},
month = {{11}},
pages = {{51--74}},
publisher = {{Cappelen Damm AS}},
series = {{Nordic Research in Music Education}},
title = {{Musiklärares arbete med bedömning och betygsättning : yttre och personliga omständigheter som påverkar praktiker samt möjliga subjektspositioner}},
url = {{http://dx.doi.org/10.23865/nrme.v3.3700}},
doi = {{10.23865/nrme.v3.3700}},
volume = {{3}},
year = {{2022}},
}