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Preschool teachers' skills in teaching music: two steps forward one step back

Artikel i vetenskaplig tidskrift
Författare Anna Ehrlin
Cecilia Wallerstedt
Publicerad i Early Child Development and Care
ISSN 0300-4430
Publiceringsår 2014
Publicerad vid Linnécentret for forskning om lärande (LinCS)
Institutionen för pedagogik, kommunikation och lärande
Språk en
Ämnesord preschool teachers, music, professional knowledge, didactic competence
Ämneskategorier Utbildningsvetenskap, Didaktik, Musikpedagogik

Sammanfattning

This study investigates through observations and interviews what importance further education has for preschool teachers’ practice in two music-profiled preschool and their way of conceptualising it. A distinction between music as a method for teaching, on the one hand, and as a content of knowledge, on the other, is used in the analysis. The result shows that the teachers act confidently in dealing with music; both in spontaneous and planned activities, and that they show competence in teaching music to the children. In contradiction, when the teachers are interviewed about their work, they say that they have never been able to sing or play. They talk about music as a method for learning language, but they realise it in practice as the content of learning. This contradiction and its implications are discussed and it is argued that further education needs to take care of the fact that teachers need to develop a professional language.

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