What music teacher will I be? A case study on the teaching philosophies of last-year pre-service Swedish music teachers
Written teaching philosophies are a common part of applications for music teaching positions. However, their contents are not commonly addressed in the music-education research literature. At the present study, I aim to explore the beliefs in practicing the profession as expressed in those statement...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal de Goiás (UFG) |
| Repositorio: | Revista Música Hodie (Online) |
| Idioma: | inglés |
| OAI Identifier: | oai:ojs.revistas.ufg.br:article/74137 |
| Acceso en línea: | https://revistas.ufg.br/musica/article/view/74137 |
| Access Level: | acceso abierto |
| Palabra clave: | Music Teaching Philosophy Beliefs Sweden Música Ensino Filosofia Crenças Suécia Enseñanza Filosofía Creencias Suecia |
| Sumario: | Written teaching philosophies are a common part of applications for music teaching positions. However, their contents are not commonly addressed in the music-education research literature. At the present study, I aim to explore the beliefs in practicing the profession as expressed in those statements and based on the case of last-year pre-service music teachers at a Swedish university. The results showed four different areas of concern: methodology-related, self-related, curriculum-related and student-related aspects. Furthermore, I discuss the impossibility to classify the underlying philosophies within the traditional ones in music education and the implications for the professional world. |
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