Mellan praktik och disposition - En kvalitativ studie om instrumentlärares reflektioner kring undervisning i övningsmetodik
(2026) MULM75 20261Malmö Academy of Music
- Abstract (Swedish)
- Mellan praktik och disposition undersöker hur instrumentallärare på gymnasiet förhåller sig till övningsmetodik i sin undervisning. Via våra egna erfarenheter av instrumentundervisning och upplevelser av förhållandet mellan styrdokument och lärarens utformning av instrumentundervisning så har vi sett det som meningsfullt att kartlägga hur gymnasielärare på estetiska programmet förhåller sig till övningsmetodik i sin undervisning. Vi upplever även att musiklärares bakgrund och värderingar påverkar deras undervisning på intressanta och mångfacetterade sätt och detta är något vi också ämnat kartlägga i relation till lärarnas arbete med övningsmetodik. Syftet med vår undersökning är att belysa hur gymnasielärare på estetiska programmet... (More)
- Mellan praktik och disposition undersöker hur instrumentallärare på gymnasiet förhåller sig till övningsmetodik i sin undervisning. Via våra egna erfarenheter av instrumentundervisning och upplevelser av förhållandet mellan styrdokument och lärarens utformning av instrumentundervisning så har vi sett det som meningsfullt att kartlägga hur gymnasielärare på estetiska programmet förhåller sig till övningsmetodik i sin undervisning. Vi upplever även att musiklärares bakgrund och värderingar påverkar deras undervisning på intressanta och mångfacetterade sätt och detta är något vi också ämnat kartlägga i relation till lärarnas arbete med övningsmetodik. Syftet med vår undersökning är att belysa hur gymnasielärare på estetiska programmet förhåller sig till övningsmetodik i sin instrumentalundervisning, med fokus på deras undervisningspraktik, musikaliska bakgrund, relation till styrdokumenten samt vilka andra faktorer de menar påverkar nämnda arbete. Dessa perspektiv konkretiseras i följande forskningsfrågor: Hur beskriver instrumentallärare på gymnasiet att de undervisar sina elever i övning? Hur menar lärarna att deras musikaliska bakgrund påverkar hur de undervisar i övningsmetodik? Hur menar lärarna att de förhåller sig till styrdokumentens formuleringar om övningsmetodik? Vilka andra faktorer, menar lärarna, påverkar didaktiska överväganden gällande arbete med övningsmetodik i undervisningen?
Det empiriska underlaget består av semi-strukturerade intervjuer med fyra gymnasielärare på estetiska programmet. För att undersöka hur lärarna förhåller sig till sin musikaliska bakgrund i undervisningen har vi valt att använda oss av Bourdieus habitusteori som analysram. I resultatdelen knyts vår empiri till våra forskningsfrågor vilka sedermera relateras till tidigare forskning i diskussionen. Vi fann att flera av lärarna pratade om inre och yttre motivation, lektionen som övningsförebild, autonomi och övningsdagböcker när de reflekterade över hur de jobbar med övningsmetodik. Därtill har vi sett att lärarna relaterar olika mycket till sin formella- och informella musikbakgrund i deras lärarpraktik samt att praktiken i sig format några av informanternas habitus. (Less) - Abstract
- Between practice and disposition examines how upper secondary instrumental music teachers in Sweden relate to practice methodology in their teaching. Drawing on our own experiences of instrumental instruction, as well as our perceptions of the relationship between curriculum documents and teachers’ pedagogical design of instrumental education, we found it meaningful to investigate the aforementioned phenomenon. We also perceive that music teachers’ backgrounds and values influence their teaching in complex and multifaceted ways, and this constitutes an additional focus of our investigation in relation to teachers’ approach to practice methodology. The aim of this study has been to illuminate how upper secondary teachers in music... (More)
- Between practice and disposition examines how upper secondary instrumental music teachers in Sweden relate to practice methodology in their teaching. Drawing on our own experiences of instrumental instruction, as well as our perceptions of the relationship between curriculum documents and teachers’ pedagogical design of instrumental education, we found it meaningful to investigate the aforementioned phenomenon. We also perceive that music teachers’ backgrounds and values influence their teaching in complex and multifaceted ways, and this constitutes an additional focus of our investigation in relation to teachers’ approach to practice methodology. The aim of this study has been to illuminate how upper secondary teachers in music programmes, in a broader sense, relate to practice methodology. This broader question is articulated through the following research questions: How do upper secondary instrumental teachers describe their teaching of practice strategies to students? In what ways do teachers perceive their musical backgrounds to influence their teaching of practice methodology? How do teachers relate to curriculum formulations concerning practice methodology? What other factors do teachers identify as influencing the aforementioned teaching? The empirical material consists of semi-structured interviews with four upper secondary music teachers working within music programmes. To investigate how teachers relate their musical background with their teaching practice, Bourdieu’s theory of habitus was employed as an analytical framework. The empirical findings were related to previous research in our discussion chapter. The findings indicate that several teachers reflected on intrinsic and extrinsic motivation, the lesson as a model for practice, autonomy, and practice journals when discussing their approach to practice methodology. Furthermore, we found that teachers relate their formal and informal music-backgrounds to varying degrees within their pedagogical practice, and that teaching practice itself has shaped some of the participants habitus. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/student-papers/record/9236001
- author
- Lexander, Adam LU and Persson, Jonathan
- supervisor
- organization
- course
- MULM75 20261
- year
- 2026
- type
- H3 - Professional qualifications (4 Years - )
- subject
- keywords
- didaktik, habitus, hysteresis, musik, styrdokument, övning, övningsmetodik, curriculum, didactics, music, practice, practice methodology, Utbildningsvetenskap, Musikpedagogik, Educational Science, Music Education
- language
- Swedish
- id
- 9236001
- date added to LUP
- 2026-06-18 13:27:17
- date last changed
- 2026-06-18 13:27:17
@misc{9236001,
abstract = {{Between practice and disposition examines how upper secondary instrumental music teachers in Sweden relate to practice methodology in their teaching. Drawing on our own experiences of instrumental instruction, as well as our perceptions of the relationship between curriculum documents and teachers’ pedagogical design of instrumental education, we found it meaningful to investigate the aforementioned phenomenon. We also perceive that music teachers’ backgrounds and values influence their teaching in complex and multifaceted ways, and this constitutes an additional focus of our investigation in relation to teachers’ approach to practice methodology. The aim of this study has been to illuminate how upper secondary teachers in music programmes, in a broader sense, relate to practice methodology. This broader question is articulated through the following research questions: How do upper secondary instrumental teachers describe their teaching of practice strategies to students? In what ways do teachers perceive their musical backgrounds to influence their teaching of practice methodology? How do teachers relate to curriculum formulations concerning practice methodology? What other factors do teachers identify as influencing the aforementioned teaching? The empirical material consists of semi-structured interviews with four upper secondary music teachers working within music programmes. To investigate how teachers relate their musical background with their teaching practice, Bourdieu’s theory of habitus was employed as an analytical framework. The empirical findings were related to previous research in our discussion chapter. The findings indicate that several teachers reflected on intrinsic and extrinsic motivation, the lesson as a model for practice, autonomy, and practice journals when discussing their approach to practice methodology. Furthermore, we found that teachers relate their formal and informal music-backgrounds to varying degrees within their pedagogical practice, and that teaching practice itself has shaped some of the participants habitus.}},
author = {{Lexander, Adam and Persson, Jonathan}},
language = {{swe}},
note = {{Student Paper}},
title = {{Mellan praktik och disposition - En kvalitativ studie om instrumentlärares reflektioner kring undervisning i övningsmetodik}},
year = {{2026}},
}