Udvikling af kropsligt forankrede musiklærerfærdigheder: Set i et læreruddannelsesperspektiv

Publikation: Ph.d. afhandling/ kandidat/ diplomKandidatspecialeForskning

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Organization of the didactic design and for the analysis of empirical data in order to provide deeper insight and understanding of specific domains of my study. The didactic design was developed in accordance with Etienne Wenger’s theory of learning as social interaction, Knud Illeris’ theory of learning as transformation of identity, Sven-Erik Holgersen’s and Shaun Gallagher’s theories of the development of embodied and identity rooted skills, the musical expertise theories of John Sloboda, Susan Hallam, et al, and Tønnesvang’s and Hedegaard’s theory of vitalization of motivational directedness.
In the second stage of the study the results of the empirical studies and theoretical analyses from stage 1 formed the basis for the preparation of a prototype of a didactic design focusing on development and professional implementation of instrument playing and singing skills. In cooperation with music teacher students this first prototype was further qualified through beta-testing which was carried out under my observation.
The third stage of the study comprised two iterative courses, generating further knowledge and experience and causing improvement of the design.
During the fourth and last stage, the total process was evaluated and the final design of the element in the subject Music was formulated and documented. The new professional element builds on the possibility for distributing skills among music teacher students, and the evaluation after the first iterative course and the survey study after the second iterative course confirm the validity of the design principle: students must be presented with a firmly defined learning platform, i.e. a social and professional context with fellow students (and, to some extent, with their teacher) in combination with individual instruction; a platform which offers them the opportunity to explore and develop their instrument playing and singing skills in small study groups of students with diverse fortes in relation to song and instrument.
The title of this thesis is The Development of em-
bodied Music Teacher Skills – seen from a Teacher Education Perspective, by Lone Sonne 2016.
This thesis examines how music teacher students in the new Danish teacher education of 2013 (LU13) are best aided in developing instrument playing and singing skills at a level where these skills can be applied as a musical resource and implemented as a tool in music education.
These types of skills are characterized by their formation in complex performance processes where bodily, cognitive, cultural and practical competences are integrated in the music teacher profession; they are formed gradually over a long period of time through carefully planned instruction and self-motivated performance, especially in social settings. In the newly introduced study structure, time for individual instruction in instrument and singing has been reduced, thus creating complex of problems concerning the students’ development of performance skills, and it becomes relevant to work out a model for this development within the frame of the present teacher education programme.
The aim of this thesis is to create a didactic design for an element of the subject Music in teacher education, which focuses especially on the music teacher students’ development of their professionally oriented singing and instrument playing skills: the key components of a music teacher’s competences. Design-based research makes the model for my study, which aims to explore the best possible support for this development by establishing less supportive practice communities where the music students can exploit their joint opportunities for experimenting and for distribution of skills.
During the first stage of the study, the problem areas were mapped out in an analysis of the learning context of the music teacher students, partly with a basis in empirical studies of texts relating to the educational reform of 2013 and partly through interviews with music teacher students about their own perspective on developing their instrument playing and singing skills. The mapping motivated my study, and relevant theory was included as the theoretical basis for the
  • Holgersen, Sven Erik, Vejleder, Ekstern person
StatusUdgivet - 2018


  • Skoler, fag og institutioner