"Den första musikläraren som kom måste ju garanterat varit en musiker": En fenomenografisk studie om musiklärares förväntningar och förutsättningar till ett musikerskap under ett yrkesliv
(2022) LAMP72 20221Malmö Academy of Music
- Abstract (Swedish)
- Intresseområdet som la grunden för studien baseras på våra egna tankar om att upprätthålla ett musikerskap i kombination med vårt framtida arbete som musiklärare. Syftet med studien är att undersöka musiklärares uppfattningar kring deras eget musikerskap i kombination med en musiklärargärning. Fyra forskningsfrågor utformades för att genom intervjustudie samt enkät kartlägga uppfattningarna kring fenomenet aktivt musikerskap: Vilka förväntningar uppfattar musiklärare på gymnasie-, och folkhögskolenivå att det finns på att upprätthålla sitt musikerskap? Vilka förutsättningar uppfattar musiklärare på gymnasie-, och folkhögskolenivå att de har för att upprätthålla sitt musikerskap? Hur beskriver musiklärare att de implementerar livslångt... (More)
- Intresseområdet som la grunden för studien baseras på våra egna tankar om att upprätthålla ett musikerskap i kombination med vårt framtida arbete som musiklärare. Syftet med studien är att undersöka musiklärares uppfattningar kring deras eget musikerskap i kombination med en musiklärargärning. Fyra forskningsfrågor utformades för att genom intervjustudie samt enkät kartlägga uppfattningarna kring fenomenet aktivt musikerskap: Vilka förväntningar uppfattar musiklärare på gymnasie-, och folkhögskolenivå att det finns på att upprätthålla sitt musikerskap? Vilka förutsättningar uppfattar musiklärare på gymnasie-, och folkhögskolenivå att de har för att upprätthålla sitt musikerskap? Hur beskriver musiklärare att de implementerar livslångt lärande i sin undervisning? Hur uppfattar musiklärare möjligheten till kompetensutveckling och fortbildning? Resultatet visar på ett brett spektrum gällande de synergieffekter som uppstår i en kombination mellan dessa båda yrken. I resultatet erhålls även olika uppfattningar gällande kompetensutveckling på arbetsplatsen samt tolkning och implementering av livslångt lärande. I studien framkommer att musiklärare värdesätter att kombinera ett musikerskap med en musiklärargärning som en del av sin kompetensutveckling. Studien presenterar även utmaningar med kombinationen såsom tidsaspekten och begränsingar i musiklärarens definition av musikerskap. Genom studiens fenomenografiska analys presenteras två beskrivningskategorier som blir utgångspunkten för diskussionen: begränsningar av kombinerat musikerskap och musikläraryrke samt ömsesidiga vinster av kombinerat musikerskap och musikläraryrke. (Less)
- Abstract
- The topic of the study was inspired from our own ambitions of maintaining a musicianship in combination with our future profession as music teachers. The purpose of the study was to research music teachers’ perception of their own musicianship in combination with their work in schools. The empirical framework consists of four questions that through interview study and a survey aim to map out music teachers’ views on the phenomenon of active musicianship: What expectations do music teachers in upper secondary school and folk high school acknowledge with regards to maintaining their musicianship? How do teachers experience the conditions under which they maintain (their) musicianship? How do music teachers describe their own implementation... (More)
- The topic of the study was inspired from our own ambitions of maintaining a musicianship in combination with our future profession as music teachers. The purpose of the study was to research music teachers’ perception of their own musicianship in combination with their work in schools. The empirical framework consists of four questions that through interview study and a survey aim to map out music teachers’ views on the phenomenon of active musicianship: What expectations do music teachers in upper secondary school and folk high school acknowledge with regards to maintaining their musicianship? How do teachers experience the conditions under which they maintain (their) musicianship? How do music teachers describe their own implementation of lifelong learning in their teaching? How do music teachers perceive their opportunities of professional development and in-service training provided to them? The results show the emergence of different synergy effects while maintaining both professions. The results also show a variety of perceptions of professional development at the informant`s respective workplaces as well as interpretations and implementations of lifelong learning. The informants recognize the value of combining musicianship with the music teacher profession in terms of professional development. The study also presents challenges with the combination such as aspects of time and limitations with regards to music teachers’ own definition of musicianship. The study’s phenomenographic analysis presents two descriptive categories as reference points for the discussion: limitations of combinding musicianship and music teacher profession, mutual benefits of combinding musicianship and music teacher profession. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9081871
- author
- Kowalski, Sara LU and Becker, Love LU
- supervisor
- organization
- alternative title
- ”The first music teacher in history must have most certainly been a musician”: A phenomenographic study of music teachers’ expectations and conditions to musicianship
- course
- LAMP72 20221
- year
- 2022
- type
- H3 - Professional qualifications (4 Years - )
- subject
- keywords
- Kompetensutveckling, Livslångt lärande, Musiker, Musikerskap, Musiklärare, Yrkesidentitet, Utbildningsvetenskap, Musikpedagogik Lifelong learning, Musician, Musicianship, Music teacher, Professional development, Professional identity, Educational science, Music Education
- language
- Swedish
- id
- 9081871
- date added to LUP
- 2022-06-15 10:01:56
- date last changed
- 2022-06-15 10:01:56
@misc{9081871,
abstract = {{The topic of the study was inspired from our own ambitions of maintaining a musicianship in combination with our future profession as music teachers. The purpose of the study was to research music teachers’ perception of their own musicianship in combination with their work in schools. The empirical framework consists of four questions that through interview study and a survey aim to map out music teachers’ views on the phenomenon of active musicianship: What expectations do music teachers in upper secondary school and folk high school acknowledge with regards to maintaining their musicianship? How do teachers experience the conditions under which they maintain (their) musicianship? How do music teachers describe their own implementation of lifelong learning in their teaching? How do music teachers perceive their opportunities of professional development and in-service training provided to them? The results show the emergence of different synergy effects while maintaining both professions. The results also show a variety of perceptions of professional development at the informant`s respective workplaces as well as interpretations and implementations of lifelong learning. The informants recognize the value of combining musicianship with the music teacher profession in terms of professional development. The study also presents challenges with the combination such as aspects of time and limitations with regards to music teachers’ own definition of musicianship. The study’s phenomenographic analysis presents two descriptive categories as reference points for the discussion: limitations of combinding musicianship and music teacher profession, mutual benefits of combinding musicianship and music teacher profession.}},
author = {{Kowalski, Sara and Becker, Love}},
language = {{swe}},
note = {{Student Paper}},
title = {{"Den första musikläraren som kom måste ju garanterat varit en musiker": En fenomenografisk studie om musiklärares förväntningar och förutsättningar till ett musikerskap under ett yrkesliv}},
year = {{2022}},
}