Music Teacher Education for the Future: Reflections on Change

Catharina Christophersen; José Luis Aróstegui; Kari Holdhus; Ailbhe Kenny; Jan Sverre Knudsen; Monica Lindgren; Lauri Väkevä; Tine Grieg Viig

doi:10.22176/act22.3.7

Music Teacher Education for the Future: Reflections on Change

Catharina Christophersen
, José Luis Aróstegui
, Kari Holdhus
, Ailbhe Kenny
, Jan Sverre Knudsen
, Monica Lindgren
, Lauri Väkevä
, Tine Grieg Viig

Arts Education and Physical Education

Western Norway University of Applied Sciences
University of Granada
Oslo Metropolitan University
University of Gothenburg
University of Helsinki

Research output: Contribution to journal › Article › peer-review

9 Citations (Scopus)

Abstract

This article conceptualizes and discusses change in music teacher education. Results from the FUTURED research project provide the starting point for the article. The project explored various dimensions of change within the music education programs in Norwegian generalist teacher education. In this project, change was regarded as having a transformative capacity closely related to co-construction and complexity. Telling new stories about education, and thereby imagining different educational realities, may be seen as a possible trigger for change. In this article, therefore, the authors contrast the current situation against an imagined reality to create a heuristic framework for a critical discussion of change. Based on a meta-analysis of research findings, the authors propose a vision for a future music teacher education, which they then use to highlight and discuss several intersecting dimensions of educational change: values and traditions, demographics, educational practices, curricula, and society.

Original language	English
Pages (from-to)	7-40
Number of pages	34
Journal	Action, Criticism, and Theory for Music Education
Volume	22
Issue number	3
DOIs	https://doi.org/10.22176/act22.3.7
Publication status	Published - Oct 2023

Funding

José Luis Aróstegui is Professor of Music Education at the University of Granada, Spain. He is the coordinator of the SEJ-540 Music Education Research Lab and PI1 of the ongoing research project, Transversality, Creativity and Inclusion in School Music Projects: An Evaluative Research, funded by the Spanish Ministry of Science and Innovation. He has also led and participated in other research projects, from which he has presented papers in relevant conferences and published in indexed journals and publishing houses. He was a member of the International Scientific Advisory Board of the FUTURED research project on music teacher education in Norway (2019–2022), funded by the Norwegian Research Council and led by the Western Norway University of Applied Sciences. Tine Grieg Viig is an Associate Professor at the Western Norway University of Applied Sciences. She is currently working as a Postdoctoral Fellow in the Music Teacher Education for the Future (FUTURED) project, funded by the Norwegian Research Council. As a researcher and teacher, she is particularly interested in creative music making, critical music pedagogy approaches, and exploring how digital tools can provide new access points for music education in the 21st century.

Funders
Ministerio de Ciencia e Innovación
Høgskulen på Vestlandet
Norges Forskningsråd
FUTURED
SEJ-540 Music Education Research Lab
Music Teacher Education for the Future

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 10 Reduced Inequalities

Keywords

Change
future
music teacher education
social justice
visions

Access to Document

10.22176/act22.3.7

Cite this

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title = "Music Teacher Education for the Future: Reflections on Change",

abstract = "This article conceptualizes and discusses change in music teacher education. Results from the FUTURED research project provide the starting point for the article. The project explored various dimensions of change within the music education programs in Norwegian generalist teacher education. In this project, change was regarded as having a transformative capacity closely related to co-construction and complexity. Telling new stories about education, and thereby imagining different educational realities, may be seen as a possible trigger for change. In this article, therefore, the authors contrast the current situation against an imagined reality to create a heuristic framework for a critical discussion of change. Based on a meta-analysis of research findings, the authors propose a vision for a future music teacher education, which they then use to highlight and discuss several intersecting dimensions of educational change: values and traditions, demographics, educational practices, curricula, and society.",

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AU - Väkevä, Lauri

AU - Viig, Tine Grieg

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Music Teacher Education for the Future: Reflections on Change

Abstract

Funding

UN SDGs

Keywords

Access to Document

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